To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

Biennial report, Public Schools of North Carolina

Biennial report of the Superintendent of Public Instruction of North Carolina to Governor ..., for the scholastic years ...

PART III.
KEPORT OF STATE INSPECTOR OF PUBLIC HIGH SCHOOLS, 1914-'15.
REPORT OF STATE INSPECTOR OF PUBLIC HIGH SCHOOLS, 1915-'16.
REPORT OF SUPERVISOR OF TEACHER-TRAINING.
REPORT OF STATE AGENT RURAL SCHOOLS.
REPORT OF STATE AGENT RURAL SCHOOLS.
REPORT OF COLORED NORMAL SCHOOLS, 1914-'15, AND 1915.'16.
CIRCULAR LETTERS OF STATE SUPERINTENDENT.
SUGGESTED RULES AND REGULATIONS FOR THE GOVERNMENT OF
PUBLIC SCHOOLS.
REPORT OF THE STATE INSPECTOR OF PUBLIC
HIGH SCHOOLS, 1914-1915
PART ONE—RURAL PUBLIC HIGH SCHOOLS
SUarMARl OF THE TEAR'S PKOGKESS*
JTuiuber, Classification, and Distribution of Schools.—During the scholastic
year covered by this report, 1914-1915, the number of public high schools in
operation increased over the preceding year from 212 to 214. Three schools
were discontinued and five new schools were established, making a net gain of
two in the number in operation. The number of schools reporting four-year
courses increased from 61 to 89; the number reporting three-year courses
increased from 74 to 87; and the number reporting two-year courses de-creased
from 77 to 38. There are now only five counties in which no public
high schools are in operation, namely, Chowan, New Hanover, Pasquotank,
Perquimans, and Watauga.
Enrollment and Attendance.—The enrollment this year increased from
8,316 to 8,986, and the average daily attendance from 6,307 to 6,773. The
increase in enrollment over the preceding year was 670, or 8 per cent, and
the increase in daily attendance was 466, or 7.4 per cent. The number of
students enrolled from outside the local districts increased from 2,474 to
2,561; and the number of boarding students enrolled increased from 1,646
to 1,680.
Teaching Force.—The number of teachers employed increased from 406 to
434, and, as has been the case for the past several years, there was urgent
need for more assistant teachers in many of the more prosperous schools.
In too many cases inadequate funds made it impossible to meet this need.
Receipts and Expenditures.—The total receipts this year increased from
$238,162.30 to $261,211.32, and the total expenditures increased from $220,-
812.99 to $247,253.59, making a net increase of $23,049.02 in receipts and
$26,440.60 in expenditures.
The average salary paid the high school principal was increased from
$801.04 to $837.44. There were 50 principals who received $1,000 or more.
The number who received less than $500 was reduced from ten to five. The
total expenditures for principals' salaries increased from $167,793.27 to
$177,880.84. The amount expended for the salaries of assistant teachers was
increased from $43,329.70 to $56,653.75.
The average amount expended per student enrolled was $27.52; the average
cost per student in daily attendance was $36.51.
length of Term.—The average length of term per school was 31.43 weeks
as'against 31.8 weeks for the preceding year. Or, taking the teacher as the
unit and not the school, the average length of term was 31.65. There were
18 schools having a term of 36 weeks, and none having a term of less than 28
weeks, the minimum term allowed under the law.
*This part of the report pertains only to the Rural Public High Schools. For a report of
the City and Town High Schools, see Part Two of this report.
4 Public High Schools, 1914-1915
Buildings and Equipnient.—During the past few years considerable prog-ress
lias been made in constructing new buildings better adapted to high
school needs, in providing dormitory facilities, and in improving in other
ways the general environment and equipment. The principals of 181 schools
reported for the year covered by this report buildings (not including dormi-tories
and apparatus) to be worth $1,093,430; 26 of these reported dormi-tories
owned by the schools costing $115,950. The number of volumes of
fiction and reference books was reported by 156 schools to be 25,744; and 21
schools reported scientific apparatus worth $5,596. As will be seen from the
foregoing figures, many schools made no report of these items, although all
were asked to report them.
NEW BUILDINGS ERECTED OR IN PROCESS OF CONSTRUCTION
County High School
Bertie Aulander $ 28,000 (Farm-life School)
Caldwell Oak Hill 5,000
Currituck Poplar Branch 3 , 000
Dare Manteo 6 , 500
Guilford Jamestown 25 , 000 (Farm-life School)
Harnett Lillington 30,000 (Farm-life School)
Macon lotla 4,500
Mecklenburg Pineville 23,000 (Farm-life School)
Nash Red Oak 20,000
Wake Holly Springs 10,000
The schools reporting additions, new dormitories, enlargements, etc., are as
follows:
Alamance Hawfields $ (Additions)
Ashe Helton 600 (Additions)
Bladen Abbottsburg (Additions)
Brunswick Southport 1 , 500 (Additions)
Catawba St. James 2 , 000 (Improvements)
Startown 3,000 (Land and Dormitory)
Duplin Teacheys 1 ,000 (Improvements)
Durham Lowe's Grove 2,000 (Improvements)
Granville Stem 250 (Additions)
Guilford Monticello 2,000 (Dormitory)
Pleasant Garden 9 , 200 (Dormitory)
Iredell Harmony 2 , 500 (Dormitory)
Stanly New London 500 (Improvements)
Wake Gary 3 , 300 (Improvements)
Wakelon 2,300 (Land)
Wilson Lucama 1 , 800 (Improvements)
Rock Ridge 4,000 (Improvements)
Yancey Bald Creek 1 , 400 (Improvements)
Several other schools voted bonds for new buildings, as follows:
Avery Elk Park $ 8,000
Beaufort Aurora 10 , 000
Gaston Cherryville 20,000
Orange Chapel Hill 35,000
Warren Macon 10, 000
Public High Schools, 1915-1916
RECENT CHANGES IN THE PUBLIC HIGH SCHOOL LAW AND THE NEW
PLAN OF APPOBTIONING THE HIGH SCHOOL FUND
The General Assembly of 1915 made several important changes in the pub-lic
high school law. Among the more important changes the following may-be
mentioned
:
Maxiinum aiul 31iuiiiuim Apportioiiineiits and the Bases on Which Appor-tionments
are Made.—The minimum apportionment allowed was reduced from
$250 to $200, and the maximum apportionment allowed was increased from
$500 to $600. The State appropriation for high schools will hereafter be
distributed on the basis of attendance, number of full-time teachers, and
grade and character of work done. A school meeting only the minimum re-quirements
hereafter will receive, therefore, from the State only $200; and a
school that measures up to good standards, maintains a good attendance, has
a good building and sufficient equipment and teachers, and has the standard
term of nine months, may receive as much as $600 from the State fund. This
provision encourages schools to put forth greater efforts to increase their
attendance, to erect good buildings and equip them properly, to organize their
work according to proper standards, and to lengthen their terms, by pro-viding
more liberal State aid for those that do these things.
County Apportionments.—Heretofore the apportionments made by the coun-ties
to the public high schools have been made under the requirements of
the State Board of Education, and not under specific requirements of the law.
Hereafter, by statutory requirement, the county must make out of the gen-eral
county school fund to each of its public high schools receiving State aid
an apportionment at least equal to the apportionment made by the State;
and it may make a larger apportionment if the county board deems it neces-sary
and wise to do so, but by doing this the county's demands upon the State
equalizing fund cannot be increased.
Provisions Facilitating Administration.—There are some provisions of a
minor nature that will make the administration of the high school law a
little less cumbersome. In the first place, the board of trustees of a char-tered
school that receives State aid for high school instruction is to serve
as high school committee also, and the treasurer of such school may, in the
discretion of the State Board of Education, serve as treasurer of the high
school fund, but he shall receive no commission for disbursing the high
school funds apportioned by the county and State.
Attendance.—Hereafter a high school must make an average daily attend-ance
of at least twenty pupils for the entire term, instead of ten as hereto-fore,
in order to be entitled to an apportionment. This provision will cause
some of the schools that have been suffering from dry rot to increase their
attendance or die. There are perhaps 15 or 20 schools over the State now
receiving high school apportionments that will have to be discontinued under
this provision, and yet there is not one of them but can survive if properly
managed.
In accordance with the foregoing provisions, new regulations were adopted
governing the distribution of the State appropriation for high schools. These
Part III—
1
6 Public High Schools, 1915-1916
regulations under which apportionments will hereafter be made are set forth
in the following letter which was sent out under date of June 29th to all the
high schools receiving State aid:
To THE County Sxtperintendext of Schools: As you are aware, the Legis-lature
of 1915 made several importaiit changes in the Public High School
Law. The principal changes made are indicated below. At this time I wish
to call your attention to the new requirements and to suggest that you and
your county board of education, at your next meeting on the first Monday in
July, take up the matter of high school funds and agree upon your appor-tionments
in accordance with the new requirements.
In the first place, you will note that the law now requires the State appro-priation
for public high schools to be apportioned, not on a single basis as
heretofore, but on a triple basis: (1) attendance, (2) number of full-time
teachers in the high school department, (3) grade and character of work
done.
Heretofore the average daily attendance required for the term has been
ten students; hereafter the number required is to be twenty students. You
will also note that the amended law requires the county board of education
to apportion out of the general county fund at least as much to each of the
high schools as the State apportions. The Legislature of 1915 made no in-crease
in the appropriation for public high schools and we shall not be able
this year to establish any new high schools or to make a complete readjust-ment
of the apportionments, as set forth in the plan outlined below, nor
shall we be able to allow the maximum apportionment of $600 to any high
school for the present. It will be our purpose to let the apportionments
stand as made last year in every case where it is feasible to do so, though
of course many changes will be necessary under the amended law. The only
fund we shall have to reapportion, therefore, will be the small amounts that
will revert to the treasury for redistribution in the case of schools whose
apportionments are reduced or withdrawn altogether.
PUui of Apportioning the High School Fund.—Under the new plan of
making the, apportionments to public high schools the appropriation will be
divided into three parts, roughly as follows: I Division, $45,000; II Division,
$20,000; III Division, $10,000.
I Division, $^'io,000.-—The first division will be divided on the basis of
schools accepted. Each school will receive from this division the minimum
apportionment of $200. Any additional amount that may be apportioned
from the second and third divisions of the fund will be conditioned upon:
(1) the average daily attendance in excess of the minimum number required
(20); (2) the number of full-time high school teachers; (3) the standards
and grade of work done as explained below. The school that merely meets
the minimum requirements of the law as to attendance, length of term, etc.,
will be eligible to receive an apportionment from the State high school fund
of only $200.
II Division, $20,000.—Those schools that merely meet the minimum
requirements of the law will not be eligible to receive any part of the second
division of the fund. This division will be distributed among those schools
maintaining an average daily attendance considerably in excess of the mini-mum
average required, and employing a sufficient number of teachers, and
having a reasonable patronage from outside the local school district.
/// Division. $10,000.—This division of the fund will be apportioned only on
the basis of grade and character of work done. Not a large number of schools
can share in this division. In apportioning this division of the fund the
object will be to encourage the development of standard high school work.
The questions that will enter into consideration will be:
(1) Number of years in course offered.
(2) Number of teachers and their qualifications.
(3) Length of school year.
(4) Length and number of recitation periods.
(5) Character of the building and equipment.
(6) Requirements for graduation.
Public High Schools, 1915-1916 7
(7) The general efficiency of the organization, administration and
instruction.
(8) Scope of patronage.
Apportionments to be viacle in July.—Under the new plan of apportioning
the high school fund the apportionments will be made in July, and before
an apportionment to any school can be finally adjusted the following require-ments
must be met: (1) the principal's final report must be in hand; (2)
the treasurer's report of the high school fund must be in hand; (3) a
budget for the succeeding year must be submitted, showing the number of
high school teachers, their salary, prospective number of high school
students, and the school's facilities and equipment for meeting the demands
for high school instruction. (Blank form for this budget accompanies this
letter. This should be filled out and returned to the State Superintendent
the first Monday in July.
)
Schools that last year made an average attendance of ten or more students,
but less than twenty, and give promise of making twenty or more next year,
may be continued bj^ the State Board of Education, if in the discretion of
the County Board of Education it is wise to continue them; but such schools
will not be entitled to a State apportionment for 1915-1916 unless they make
the required attendance of twenty during the first two months of the fall
term.
Please go over these matters very carefully with the County Board of
Education at your meeting next Monday and see that the treasurer's report
of the high school fund and the budget are sent in at once.
This plan of apportioning the fund is designed for the purpose of distribu-ting
the fund on a more equitable basis.
The single basis of apportionment heretofore followed placed the small
school in a backward community practically on an equality with the large
school in a more progressive community, and this gave the small school an
unfair advantage in thus allowing it to share so nearly equally in the distri-bution
of the fund. The new plan encourages all alike by furnishing all
schools, large and small, the stimulus of an increased apportionment for in-creased
attendance and increased efficiency.
Some of the small schools have complained that the new plan of appor-tioning
the funds will work a hardship on them, and some of them may have
to be discontinued. It is certainly not the purpose of the new scheme to
work a hardship on any school or to put into effect regulations that will drive
any of them out of business. It is true that fifty of the schools did not last
year make an attendance of twenty, which is required under the amended
law, and these fifty schools are on probation for the first two months of the
fall term. If they make the attendance during that period the minimum
apportionment of $200 will be continued, and there is no reason why every
one of them should" not make it. There are boys and girls of high school age
in abundance in all our country districts, and any school that is really anx-ious
to serve these young men and young women should find no difficulty in
making the required average daily attendance. Those that are content to sit
down and do nothing beyond merely providing for local needs will probably
go to the wall, but no school that is really and earnestly striving to fulfill the
purpose for which it is established need have any fear of failure.
Au Act Autlioriziiig Bonds.—Another recent act of much importance to the
high schools is one authorizing the issuance of bonds for schoolhouses.
Hereafter it will not be necessary for a county, township, town, or high
school district to get special authority from the Legislature before it can
issue bonds for school buildings, since this authority is now granted in a
8 Public High Schools, 1915-1916
general act of State-wide application. It is entitled "An act to permit coun-ties,
toicnsMps, and certain school districts to issue bonds to build school-houses."
This is of especial importance at this time to scores of high schools
of the State.
A large number of public high schools will under this act vote bonds for
new buildings within the next two years. But for the enactment of this law
there would have been introduced some twenty-odd more special bills au-thorizing
bonds for public high school buildings. Should a high school
building be burned, or should a district become suddenly aroused to the
pressing necessity for a new building, steps can be taken at once to provide
the means by a bond issue for a new house without having to wait two years
until the General Assembly meets and then get special authority to proceed.
KEW SCHOOLS ESTABLISHED AND SCHOOLS DISCONTINUED OR
MOVED
New Schools Established for the Year 1914-15:
Avery County Newland
Craven County Thurman
Graham County ' Robbinsville
Mecklenburg County Pineville
Moore County Eureka
(Apportionment transferred from Southern Pines.)
Schools Discontiiiued at Close of Tear 1914-15:
Catawba County St. James
Craven County ." Thurman
Cumberland County Hope Mills
(Apportionment transferred to Eastover.)
Surry County Rockford
New Schools Established for the Tear 1915-16:
Cumberland County Eastover
(Apportionment transferred from Hope Mills.)
MISCELLANEOUS STATISTICS
Boarding Students:
Number of boarding students enrolled 1,680
Boys 771
Girls 909
Outside Students:
Number of students enrolled from outside local district 2,561
Boys 1,334
Girls 1,227
Pupils and Teachers in Elementary Schools:
Pupils enrolled in elementary schools operated in connection with
public high schools *32,654
Number of teachers in elementary schools operated in connection
with public high schools 729
* Several of the High School Principals did not furnish any information as to the number of
pupils enrolled in the elementary school.
Public High Schools, 1915-1916 9
Cost Per High School Student:
Average cost per pupil enrolled $27.52
Average cost per pupil in daily attendance 35.01
rrinoipals' Salaries:
Number of principals receiving $1,000 or more 50
Number of principals receiving $900 or more, but less than $1,000 23
Number of principals receiving $800 or more, but less than $900.. 51
Number of principals receiving $700 or more, but less than $800.. 52
Number of principals receiving $600 or more, but less than $700.. 23
Number of principals receiving $500 or more, but less than $600.. 10
Number of principals receiving less than $500 5
Average salary paid principals (not counting three schools re-ceiving
students on a tuition basis) $837.44
RURAL PUBLIC HIGH SCHOOLS—SUMMARY OF TABLE I
Schools :
Number of schools established 214
Schools reporting four-year courses 89
Schools reporting three-year courses 87
Schools reporting two-year courses 38
Teachers:
Total number of high school teachers 434
Number giving full time to high school instruction 340
Number giving part time to high school instruction 94
Number of male teachers 232
Number of female teachers 202
Number of male principals 201
Number of female principals 13
Enrollment:
Total number of students enrolled 8,988
Boys enrolled 4,326
Girls enrolled 4,660
Number of fourth-year students enrolled 609
Number of third-year students enrolled 1,494
Number of second-year students enrolled 2,631
Number of first-year students enrolled 4,252
Number of students in four-year high schools 4,979
Number of students in three-year high schools 3,015
Number of students in two-year high schools 992
Attendance:
Total average daily attendance 6,773
Average daily attendance, boys 3,135
Average daily attendance, girls 3,638
10 Public High Schools, 1915-1916
EURAL PUBLIC HIGH SCHOOLS—SUMMARY OF TABLE II
(Number of students pursuing the different branches.)
Euglish:
Grammar 4,501
Composition and rhetoric 6,009
Literature 6,333
Mathematics
:
Advanced arithmetic 4,594
Algebra 6,359
Plane geometry 1,425
Solid geometry 386
Trigonometry 4
History
:
English history 3,023
General history 1,818
Ancient history 1,704
American history 1,044
History of North Carolina 344
Foreign Languages
:
Latin 6,462
Greek 3
French 639
German 362
Science:
Physical geography 2,134
Physics 728
Introduction to science 1,835
• Agriculture 714
Botany 349
Physiology 703
Chemistry 147
Sociology 6.
Miscellaneous
:
Commercial geography 169
Drawing 382
Music 22
Singing 752
Civics 241
Spelling 5,688
Domestic science 540
Education 35
Economics 10
Writing 145
Psychology 17
Public High Schools, 1915-1916 11
Comineroial Branches:
Bookkeeping 93
Commercial arithmetic 93
Shorttiand 51
Typewriting 123
RIBAL PUBLIC HIGH SCHOOLS—SUADIARY OF TABLE III
Receipts
:
From local taxation $ 81,267.62
From private donations 8,657.96
From county apportionments 75,348.92
From State appropriation 75,140.00
Balance on hand from last year 17,870.58
Overdrafts paid from local funds 2.926.24
Total receipts $261,211.32
Disbursements
:
For principals' salaries $177,880.84
For salaries of assistant teachers 56,653.75
For fuel, janitors, and incidentals 12,719.00
Total expenditures $247,253.59
*Balance on hand $ 13,957.73
*This is in fact not a true balance, since there were many outstanding vouchers at the time
the reports were rendered.
12 Public High IScmools, 1915-1916
CITY AND TOWN HIGH SCHOOLS
GENERAL COMMENT
City and Town High Schools Not Operated Under Public High School
Law.—We have in North Carolina two systems of public high schools, or
rather, two parts of one system. The city higli school is organized as a part
of the city public school system, which is operated, as a rule, under a special
charter, and is, therefore, independent of the operation of the public high
school law, unless approved as a county high school under section 6 of this
law.* The city school officials are not required by law to make to the State
Superintendent of Public Instruction a separate financial and statistical re-port
of their high school department, and so it is impossible to give in detail
the complete and accurate information regarding the operation of this part
of our public high school system that is given for the rural public high
schools which receive State aid.
New Buildings During Year.—The reports of the superintendents show
that during the past year the towns and cities listed below have erected new
buildings for their high school department, or have voted bonds for new
buildings to be erected. It should be understood that in most cases these
buildings accommodate not only the high school grades but some of the lower
grades as well:
Beaufort New building $18,000
Burlington Bonds 40,000
Concord New building 16.000
Elkin New building 25,000
Greenville Bonds 30,000
Mt. Airy Bonds 25,000
Tabor New building 10,000
Other Information.—The main facts regarding the city and town high
schools will be found in Tables IV and V, Part Two of this report. For the
progress report during the past year the reader is referred to the abstracts
from the superintendents' reports printed below. Of course this statement
of the past year's progress is incomplete, since many of the superintendents
failed to report improvements. The list of graduates from the city high
schools offering four-year courses are given in Part Three of this report.
CITY AND TOWN HIGH SCHOOLS—SUMMARY OF TABLE IV
Schools:
Number of schools reporting 71
Schools reporting four-year courses 45
Schools reporting three-year courses 26
*The high srhool departments of the following six towns and cities are approved under this
section as county high schools: Hendersonville, Laurinburg, Louisburg, Marion, Southport,
and Tarboro. The .statistics for these six schools will be found in Tables I, II, and III, giv-ing
the statistics for the rural public high schools.
Public High Schools, 1915-1916 13
Teacliers
;
Total number of high school teachers 339
Number giving full time to high school instruction 265
Number giving part time to high school instruction 74
Number of male teachers 127
Number of female teachers 212
Number of male principals 69
Number of female principals 2
EuroUineiit:
Total number of students enrolled 7,797
Boys enrolled 3,287
Girls enrolled 4,510
Fourth-year students enrolled 704
Third-year students enrolled 1,507
Second-year students enrolled 2,228
First-year students enrolled 3,358
Attendance:
Total average daily attendance 6,497
CITY HIGH SCHOOLS—SI 3I3IARY OF TABLE Y
(Number of students pursuing the different branches in the City High
Schools.)
English:
Grammar 3,733
Composition and rhetoric 3,974
Literature 5,280
Matbematics
:
Advanced arithmetic 2,958
Algebra 5,616
Plane geometry 1,453
Solid geometry 330
Trigonometry 2
History:
English history 1,715
Ancient history 1,885
General history 1,729
American history 1,109
North Carolina history 118
Foreign Languages:
Latin 6,143
Greek 9
French 612
German 725
Spanish 24
14 Public High Schools, 1915-1916
Science :
Physical geography 2,057
Physics 633
Introduction to science 764
Agriculture 153
Botany 252
Chemistry ; 199
Biology 116
Physiology 624
Geology 11
Sociology 12
Miscellaneous:
Commercial geography 50
Drawing 623
Commercial law 31
Domestic science 1,348
Manual training 269
Music
Singing 1,460
Civics 179
Spelling 4,542
Penmanship 37
Psychology
Education
Economics 12
Commercial Branches:
Bookkeeping 363
Commercial arithmetic 228
Shorthand 246
Typewriting 194
Public High Schools, 1915-1916 15
MISCELLANEOUS
A.—CONSOLIDATED SOIMARIES OF RURAL AND CITY
HIGH SCHOOLS
Geueral Suniiiiarj of Tables I and IV
Schools: Rural. City. Total.
Number of schools 214
Schools reporting four-year courses 89
Schools reporting three-year courses 87
Schools reporting two-year courses 38
Teachers:
Total number of high school teachers 434
Number giving full time to high school instruc-tion
340
Number giving part time to high school instruc-tion
94
Number of male teachers 232
Number of female teachers 202
Number of male principals 201
Number of female principals 13
Enrollment:
Total number of students enrolled 8.986
Boys enrolled 4,326
Girls enrolled 4,660
Fourth-year students enrolled 609
Third-year students enrolled 1,494
Second-year students enrolled 2,631
First-year students enrolled 4,252
Attendance:
Total average daily attendance 6,773 6,497 13,270
General Summary of Tables II and T
(Number of students pursuing the different branches in both rural and city
public high schools.)
English: Rural. City. Total.
Grammar 4,501 3,733 8,234
Composition and rhetoric 6,009 3,974 9,983
Literature 6,333 5,280 11,613
Mathematics
:
Advanced arithmetic 4,594 2,958 7,552
Algebra 6,359 5,616 11,975
71
16 Public High Schools, 1915-1916
Rural. City. Total.
Plane geometry 1,425 1,453 2,878
Solid geometry 386 330 716
Trigonometry 4 2 6
1
History
:
English history 3,023 1,715 4,738
Ancient history 1,704 1,885 3,589
General history 1,818 1,729 3,547
American history 1,044 1,109 2,153
North Carolina History 344 ng 462
Foreign Languages:
Latin 6,462 6,143 12,605
Greek , 3 9 12
French 639 612 1,251
German 362 725 1,087
Spanish 24 24
Science
:
Physical geography 2,134 2,057 4,191
Physics 728 633 1,361
Introduction to science 1,835 764 2,599
Agriculture 714 153 867
Botany 349 252 601
Chemistry 147 199 346
Biology 116 116
Physiology 703 624 1,327
Geology 11 il
Sociology 6 12 18
Miscellaneous:
Commercial geography 169 50 219
Drawing 382 623 1,005
Commercial law 31 31
Domestic science 540 1,348 1,888
Manual training 63 269 332
Music 22 22
Singing 752 1,460 2,212
Civics 241 179 420
Spelling 5,688 4,542 10,230
Penmanship 145 37 182
Psychology 17 17
Education 35 35
Economics 10 12 22
Commercial Branches:
Bookkeeping 93 363 456
Commercial arithmetic 93 228 321
Shorthand 51 246 297
Typewriting 123 194 317
Public High Schools, 191,5-1916 17
B._SCHOOLS ACCREDITED BY THE UNIVERSITY OF NORTH
CAROLINA, 1915
These schools are accredited upon the following bases: (1) A four-year cur-riculum;
(2) three full-time teachers; (3) minimum recitation period of 40
minutes; (4) 14 units required for graduation; (5) the minimum time allot-ment
per unit, 120 60-minute hours.
(Schools printed in italics are private schools.)
Asheville—
•
^Ashcvillc School.
*Bingham School.
*City High School.
Normal and Collegiate Institute.
*St. Genevieve's Academy.
Brevard Institute.
Gary High School.
Chapel Hill High School.
Charlotte—
*City High School.
*Horner Military School.
Concord High School.
Durham—
*City High School.
*Trinity Park School.
Elizabeth City High School.
Enfield High School.
Flat Roc'k—'^Fleet School.
Fremont High School.
*Goldsboro High School.
Greensboro High School.
Greenville High School.
Henderson High School.
Hendersonville—
-
High School.
*Fassifern School.
Blue Ridge School for Boys.
Jamestown High School.
Laurinburg High School.
Lenoir High School.
Lumberton High School.
Marion High School.
Mars Hill College.
Monroe High School.
*Oak Ridge Institute.
Pleasant Garden High School.
*Raleigh High School.
Rutherfordton
—
Westminster School.
Salisbury High School.
* School accredited by the Asfociation of Colleges and Preparatory Schools of Uie Southern
States.
IS Public High Schools, 1915-1916
Tarboro High School.
*Warreiit07i High School.
Whitsett Institute.
Wilmington High School.
Wilson High School.
Winston-Salem
—
*City High School.
*8alem Academy.
D.—THE FAR3I.LIFE SCHOOLS*
The aim and purpose of the farm-life school and the legal provision for its
support in North Carolina have just been discussed by State Superintendent
Joyner. I shall not go over the ground covered by him, except briefly for the
purpose of supplementing here and there some of the things he has already
told you. I shall attempt particularly to set forth the development of our
farm-life schools during the short period they have been in operation. In
order to make the story as concrete as possible, I shall present some seventy-five
or more lantern slides showing buildings, dormitories, barns, laboratories,
farms, stock, student groups, student activities, etc., and will comment briefly
on these as we pass along from school to school.
The figures which I shall quote (see accompanying tables) are taken di-rectly
from special reports furnished me within the past three weeks by the
county superintendents and high school principals. These figures may not in
every instance be absolutely accurate, though they are approximately so. It
is quite likely, for instance, that the amounts reported as contributed by the
county commissioners are not altogether accurate, since some of the boards
may give for the current year more or less than the amount stated, but they
are sufficiently accurate for all practical purposes.
It should be understood at the outset that the farm-life school is, in every
case except two, namely, Vanceboro and Clemmons, a department of the pub-lic
State-aided high school, in which department special provision is made for
affording boys of the country districts an opportunity to study agriculture
and certain allied subjects, and for affording the girls an opportunity to study
home economics and certain related subjects. It should also be understood
that the funds for operating these special departments of agriculture and
home economics, or farm-life departments, are contributed by the county and
the State, and that these funds are in addition to all other school funds con-tributed
from these sources. This type of school is known in most States as
the "agricultural high school," but with us it has been given the local name
of farm-life school. In the farm-life departments of our high schools, how-ever,
instruction in the farm-life subjects is not confined to the high school
grades; these departments are open also to pupils of the grammar and inter-mediate
grades of the local elementary school operated in connection with the
high school; and, too, certain lines of extension work and home project work
are carried on in the community not only during the regular session, but
also in vacation time.
*Paper presented before the Joint Conference of County Superintendents and Public High
School Principals, at Raleigh, November 23, 1915.
Public High Schools, 1915-1916 19
There are now in operation seventeen farm-life school departments. Two
others have been established, to open in January, 1916. making a total of
nineteen established up to this time. All but three of these, namely, those of
Guilford County, have opened their doors for the reception of students within
the past two and one-half years. These nineteen schools are located in six-teen
counties, as follows: Guilford has 3, Wake has 2, Durham, Iredell,
Craven, Robeson, Harnett, Nash, Wilson, Rowan, Gaston, Forsyth, Moore,
Mecklenburg, Bertie, and Catawba have one each. As will be seen (see plate
attached), they are distributed over the central part of the State—from
Craven and Bertie in the east to Catawba in the west. It is the hope of the
State Superintendent of Public Instruction that eventually every county in
the State shall have at least one such school.
The present value of the nineteen high school plants, including equipment
of all kinds, in connection with which the farm-life departments are oper-ated,
is $419,452. Improvements and additions made during the past year
amount to $178,440. The school buildings proper of these nineteen schools
are worth $240,173, and the dormitories in connection with them are worth
$99,712. They own 698 acres of land worth $44,640, barns worth $9,590, stock
and equipment worth $9,996. Last year there was spent for the maintenance
of these particular departments $38,650, contributed by the State one-half and
by the counties one-half. For the current year the operating expenses of
these departments will be $63,500.
(See accompanying statistical tables for the figures upon which the facts
and figures given in the lecture were taken. Following the foregoing intro-ductory
statment about 75 slides were shown. As these were thrown on the
screen the lecture took the form of running comment as an imaginary trip
was made to the different schools.)
FARM-LIFE SCHOOLS
Schools Established, Their Attendiince, Cost of Maintenance, Recent
Iiiiprovemeiits, and Present Yalue of Plant
Number of schools established to date (November, 1915) 19
Number of schools now running 17
Number of schools running last year 13
Number of pupils enrolled, 1914-'15 (boys, 559; girls, 584) 1,143
Spent for maintenance, 1914-'15 $ 35,250
Estimated operating expenses, 1915-'16 63,500
Improvements made last year 178,540
Present value of school plants 419,452
Dates of Opening
September, 1911—Jamestown, Monticello, Pleasant Garden.
September, 1913—Cary, Wakelon, Lowe's Grove, Harmony.
November, 1913—Vanceboro.
September, 1914—Philadelphus, Lillington, Red Oak, Rock Ridge.
January, 1915—China Grove.
September, 1915—Dallas, Clemmons.
October, 1915—Eureka, Startown.
January, 1916—Pineville, Aulander.
REPORT OF THE STATE INSPECTOR OF
PUBLIC HIGH SCHOOLS, 1915-1916
RURAL PUBLIC HIGH SCHOOLS
SUMMARY OF THE TEAR'S PROGRESS*
Jfiimber, Classification, and Distribution of Schools.—During the scholastic
year covered by this report. 1915-1916, there were 212 public high schools in
operation receiving State aid. Three schools were discontinued, and one new
school established, making a net decrease of two in the number in operation.
The number of schools reporting four-year courses increased from 89 to 114;
the number reporting three-year courses decreased from 87 to 77; and the
number reporting two-year courses decreased from 38 to 21. There are now
only five counties in which no public high schools are in operation, namely,
Chowan, New Hanover, Pasquotank, Perquimans, and Watauga.
Enrollment and Attendance.—The enrollment this year increased from
8.986 to 10,379, and the average daily attendance from 6,773 to 7,873. The
increase in enrollment over the preceding year was 1.390. or 15.50 per cent,
and the increase in daily attendance was 1,100, or 16.24 per cent. The number
of students enrolled from outside the local districts increased from 2,561 to
3,053 and the number of boarding students enrolled increased from 1,680 to
1,947.
Teacliinj? Force.—The number of teachers employed increased from 434 to
464, and, as has been the case for the past several years, there was urgent
need for more assistant teachers in many of the more prosperous schools.
In too many cases inadequate funds made it impossible to meet this need.
Receipts and Expenditures.—The total receipts this year increased from
$261,211.32 to $265,534.73, and the total expenditures increased from $247,253.59
to $256,251.73, making a net increase of $4,323.41 in receipts and $8,998.14 in
expenditures.
The average salary paid the high school principal was increased from
$837.44 to $840.35. There Avere 55 principals who received $1,000 or more.
The number who received less than $500 was reduced from five to four. The
total expenditures for principals' salaries increased from $177,880.84 to $178.-
154.61. The amount expended for the salaries of assistant teachers was in-creased
from $56,653.75 to $64,591.77.
The average amount expended per student enrolled was $24.69; the average
cost per student in daily attendance was $32.55.
Length of Term.—The average length of term per school was 31.3 weeks as
against 31.43 weeks for the preceding year. Or, taking the teacher as the
unit and not the school, the average length of term was 31.51. There were
21 schools having a term of 36 weeks, 4 having a term of 34 weeks, 132
having a term of 32 weeks, 12 having a term of 30 weeks, 5 having a term
of 29 weeks, 37 having a term of 28 weeks and one having a term of less
*Note on Page 20.
Part III—
2
22 Public High Schools, 1915-1916
than 28 weeks, the minimum term allowed under the law. This school was
cut short by an epidemic of smallpox.
Buildings and Equipment.—The campaign for better buildings and equip-ment
for the high schools which has been in progress for the past several
years has gone on unabated. Marked progress has been made in the way of
constructing new buildings better adapted to high school needs, in providing
dormitories, in enlarging, remodeling, and otherwise improving old buildings
already in use, and in providing better equipment. This campaign must go
on until every high school receiving State aid is well housed in a modern
building that is sufficiently equipped to enable the school to do well the work
it undertakes to do.
During the last year (up to December 15, 1916) new buildings for 20
schools have been erected, or are now under construction, totaling a cost of
$285,200; 39 schools now own 46 dormitories worth $174,200 as against 26
schools owning dormitories worth $115,950 a year ago; 24 schools report
scientific apparatus worth $9,561, as against 21 reporting apparatus worth
$5,596 a year ago; 146 schools report that they have 29,176 volumes of refer-ence
works and fiction as against 25.744 such volumes reported by 156 a year
ago. The total expenditures during the past year, and up to December 15, for
new buildings, dormitories, additions to old buildings, etc., amounted to
$348,350. Eleven other schools have made provision for erecting new build-ings
not yet been begun that will cost $151,000. Of course it must be under-stood
that the buildings in which these State-aided high schools are housed
are used also to accommodate the elementary schools of the communities in
which the high schools are located. The following tables will show the
schools that have erected new buildings, improved old ones, provided dormi-tories,
etc., and the amount spent in each case, as well as the total value of
the school plants.
TALUE OF BUILDINGS AND PLANTS
(At close of school year.)
Value of Main Buildings (210 schools) $ 1,385,500
Value of 46 dormitories owned by 39 schools 174,200
Value of 210 school plants 1,888,100
Cost of improvements since last report 348,350
(Up to December 15.)
NUMBER OF BUILDINGS .\XD PLANTS OF DIFFERENT VALUES
Valued at
Public High Schools, 1915-1916 23
NEW BUILDINGS ERECTED OR UNDER CONSTRUCTION
(June 30. 191.5 to December 1.5, 1916)
Avery Elk Park S
Beaufort Aurora
Buncombe Barnardsville
Caldwell. Oak Hill
Cleveland Grover
Currituck Poplar Branch
Gaston Belmont
Gaston Cherryville
Halifax.-.- Enfield
Haj^ood Rock Hill
Johnston Benson
Lenoir Pink Hill
Mecklenburg Huntersville
Mitchell Spruce Pine
Moore Eureka
Orange.- Chapel Hill
Polk Columbus
Sampson Salemburg
Surry White Plains
Warren Macon--
10,000 New
,S,000 New
10.000 New
12,000 ...New
6.700 New
10,000 New
3.5,000 New
25,000 New
25,000 New
4,000 New
30,000 ---New
7,500 New
20.000 New
5,000 New
5,000 New
40,000 New
8,000 New
8,000 New
4,000 New
12,000 New
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
completed.
completed.
nearly ready.
completed.
ready.
begun.
completed.
completed.
begun.
completed.
completed.
completed.
begun.
nearly ready.
completed.
completed.
begun.
ready.
nearly ready.
ready.
285,200
OLD BUILDINGS ENLARGED, REMODELED, OR IMPROVED, DORMITORIES ERECTED,
ETC.
Bl aden- . _ Abbottsburg.
.
Franklin .Justice
Hertford .\hoskie
Lenoir LaGrange
Macon Higdonville-..
Moore Eureka
Onslow Richlands
Onslow Jacksonville.
-
Person Bushy Fork-..
Richmond Roberdel
Stokes King
Stokes Walnut Cove-
Wake Gary
Wake Wakelon
Wilson Rock Ridge. -
5,000
2. .500
6,100
2,500
4.000
4,000
3,000 --
8.000
1.000
2,000
3,000
3,750
10.000-.- -Dormitory ready.
8,000 Dormitory nearly ready.
2 , 000 Dormit ory ready
.
64,850
NEW BUILDINGS PROVIDED FOR BY BONDS OR OTHERWISE NOT YET UNDER CON-STRUCTION
Beaufort Pantego
Bladen Bladenboro
Buncombe- Mount CarmeL
Nash Castalia
Pitt Bethel
Tyrrell Columbia
Hoke Raeford
Martin Williamston
Sampson Newton Grove.
Sampson Salemburg
Yadkin Booneville
5,000 (bonds) for dormitory.
20,000 (bonds) for new building.
12,000 (bonds) for new building.
10,000 (bonds) for new building.
20,000 (bonds) for new building.
8,000 (bonds) for new building.
35,000 for new building.
25,000 (bonds) for new building.
3,000 (bonds) for new building.
5,000 (bonds) for new dormitory.
8,000 (bonds) for new building.
151,000
24 Public High Schools, 1915-1916
SUMMARY OF BUILDING ACTIVITIES SINCE LAST REPORT
(Up to December 15, 1916.)
Cost of 20 new buildings erected or under construction $ 285,200
Cost of 3 new dormitories and improvements on 12 old buildings. .
.
64,850
Provisions made for 11 new buildings and dormitories not yet
begun 151,000
Total value of improvements made or provided for up to
December 15 $ 501,050
COMMENTS, SUGGESTIONS, AND REC0M3IENDATI0NS
In our present school system there are three classes of schools operated
at public expense that are undertaking to do high school work. These three
classes are (1) the high schools of the cities and towns operated under special
charters, (2) the rural public high schools which receive State aid for high
school instruction, and (3) the public schools of the villages and country
districts having two or more teachers but not falling rn either of the two
former classes.
The first named class, the city and town high schools, are independent of
the operations of the public high school law. They are not required to keep
definite records or to make separate reports of their operations, functional,
financial, or otherwise; they are not required to measure up to any standard
of excellence, or to follow systematic courses of instruction, or to have
licensed teachers. They are, in a word, so far as the public high school law
is concerned, a law unto themselves. There are about ninety such schools
with an enrollment of about 10,000 pupils.
In the larger towns and cities these schools are, as a rule, under compe-tent
supervision, and many of them measure up to good standards of efficiency.
A few of them are doing a superior grade of work. Most of them, however,
need to maintain better standards, to select their teachers with more care,
and to follow more systematic courses of instruction. The State certainly
ought to know what they are doing, what high school instruction is costing
in these schools, wherein they are falling short, what should be expected of
them, and wherever possible cooperate with them in the solution of their
problems in the way of helping them to elevate their standards and increase
their efficiency. Further facts and statistics about the city and town high
schools will be found in Part Two of this report.
The second named class. State-aided rural high schools, 212 in number
with an enrollment of over 10,000, are required to meet certain minimum
standards before receiving aid from the State. These standards are, to be
sure, at present rather low, but they are advancing. Some of the State's
best high schools at present are to be found in this class. "We do know what
these schools are doing, for they are required to keep definite records and
to render complete reports annually. The State has an opportunity, there-fore,
to cooperate with them in an intelligent way that has proved helpful
to them and has enabled them to go forward in the past few years at a
remarkably rapid rate. The development of this system of schools has been
Public High Schools, 1915-1916 25
brought about largely by bringing into them a body of active young men
and women of superior training and ideals as principals and teachers. They
have been trained, most of them at least, in our best institutions, and are
men and women of superior scholarship and ideals, wide awake, enthusi-astic
about their work, and have a fine spirit of cooperative helpfulness.
They know what they are trying to do, are studying their problems, and are
doing all in their powder to make the country high school function in a help-ful
way in our educational system. The facts and statistics about this part
of our school system will be found in Part One of this report.
The third class of schools are purely local in character, unorganized, and,
as a rule, inefficient. There are, however, some of these schools in the more
progressive counties, like Wake, Durham, Guilford, Mecklenburg, and Bun-combe,
that are maintaining good standards and doing a good grade of work.
There are about 800 schools in the State falling in this class. They enrolled
last year possibly 10,000 pupils doing some high school work of varying
degrees of efficiency. A number of these schools if developed can be made
to serve a useful purpose in our educational system, though most of them
should not attempt high school instruction at all. In too many cases they
are attracting boys and girls of the home communities that should be in the
better organized State-aided high schools.
In addition to these three classes of secondary schools operated at public
expense, there are many schools of secondary grade under private and church
control. The number of these as well as the number of students enrolled
In them are matters of speculation. Some of these schools maintain good
standards and turn out a good product. Conspicuous among this class are
the Asheville School, the Bingham School at Asheville, Oak Ridge Institute.
Trinity Park School, and Warrenton High School. Most of these schools,
however, are forced for financial reasons to employ teachers at ridiculously
low salaries and then overload them with work. There are some of these
schools having 50 or 60 pupils per teacher. The result is crowded classes,
overworked teachers, and poor work.
But to come back to the discussion of the high schools operated at public
expense. There is needed a comprehensive policy, a plan backed by law, that
will recognize in some way all worthy high schools operated at public ex-pense,
city and rural, and that will make possible the development of good
high schools where high schools are needed and prevent the multiplication
of weak high schools where high schools are not needed. It is impossible
to build up an efficient high school in every cross-roads community. It be-comes
necessary to concentrate our efforts in each county at a few centers
where there is a quickened school interest, intelligence, and available means,
all of w^hich are necessary to the development of schools of the right kind.
It migh be advisable to extend State aid to all well organized and well man-aged
four-year high schools of the cities and towns that admit pupils to the
high school grades from the country districts. State aid, of course, to be given
under the requirements of the public high school law and primarily on the
basis of attendance from outside the local district. This matter, I think, is
worthy of serious consideration.
The rural public high schools that receive State aid are not State schools
in the sense that the State should be looked to to furnish the greater part
of the funds with which to operate them. The main burden of support must
fall on the counties and the local communities in which these schools are
26 Public High Schools, 1915-1916
located. A State appropriation for high schools that would check local
initiative on the part of communities and counties and cause them to look
to the State, rather than to themselves, as the principal source of support
would prove a curse rather than a blessing. And the greater burden of sup-port
does, under our present plan, fall upon the counties and the local com-munities
in which the high schools are located. From these sources come
over two-thirds of the funds raised for maintenance and all the funds raised
for buildings and equipment. State support must be sufficient, however, to
stimulate and to encourage local initiative and effort, and sufficient to enable
the State to direct and to guide the high school work along right lines. If
from the point of view of the State courses in agriculture and home econo-mics
are thought to be a necessary part of the country high school curricu-lum,
and it appears that country communities will not be likely of their own
accord to introduce these courses, then a part of the State appropriation
used to stimulate local initiative and to encourage local effort in this direc-tion
could be made to yield large returns. If from the point of view of the
State it is thought necessary for the best interests of education in general,
and of secondary education in particular, to hold in the service of the country
high schools young men and women of the best training and ideals, then a
part of the appropriation used to increase the salaries of such men and
women in order to retain their services for a series of years would yield a
large return. If from the point of view of the State, high school buildings
properly arranged, well constructed, and adequately equipped with library
facilities and apparatus for science work are regarded as modern necessities
in educational work, and it is not likely that communities and counties will
pay the proper regard to these matters unless they are required to do so,
then a part of the appropriation set aside to be given only to schools pro-viding
such buildings and equipment, or even to enable them to provide, say,
libraries and apparatus, could be made to yield a large return.
The State appropriation should, in a word, be used for four important
purposes: (1) to stimulate counties and communities to initiate new and
necessary lines of work which they would not be likely to undertake of their
own accord, as, for example, putting in courses in home economics, agri-culture,
and teacher training; (2) to encourage counties and communities
to inaugurate new and necessary policies, which they would not be likely
to put into practice if left without direction, as, for instance, putting the
high school principals on salary the year round; (3) to encourage schools
to maintain higher standards of excellence, as, for example, lengthening the
school term, organizing the work on a sounder basis, employing better teach-ers,
paying better salaries, etc.; (4) to equalize in some measure opportunities
for high school training by helping to support good high schools where they
are needed in counties and communities that have not the funds necessary
to maintain good high schools.
In order to enable the high schools to continue their progress in the direc-tions
here hinted at, it is imperative that the incoming Legislature be asked
to increase the appropriation from $75,000 to $150,000. There has been no
increase in this appropriation since 1911. In the meantime the attendance
has almost doubled and new demands have arisen that it is impossible to
meet in any adequate way unless increased funds can be secured. The de-mands
this year from schools sorely in need of additional assistance
Public High Schools, 1915-1916 27
amounted to nearly $150,000, and these demands did not take into considera-tion
the introduction of the new lines of work suggested below in my recom-mendations.
Recommeiulatioiis
1. That the State appropriation for public high schools be increased to
$150,000.
2. That provision be made for putting high school principals on salary the
year round where this is feasible and that school officials be encouraged to
retain the services of successful principals for a series of years.
3. That provision be made for establishing elementary teacher training
courses in connection with a number of the stronger high schools.
4. That schools be encouraged, by increased apportionments, or by special
apportionments for these specific purposes, to provide suitable libraries and
suitable quarters and equipment for courses in science, home economics, and
agriculture.
5. That city and town high schools maintaining good four-year courses be
permitted to share in the distribution of the high school appropriation, under
the general high school law, and that apportionments to such schools be
conditioned primarily on their attendance from the country districts.
6. That school officials, city and rural, be encouraged to maintain standard
four-year high schools, and that they be required to construct all high school
buildings in accordance with sound principles of school architecture and to
equip them adequately for the work they undertake to do.
NEW SCHOOLS ESTABLISHED AND SCHOOLS DISCONTINUED
OR MOVED
New School Established for the Year 191o-'16:
Cumberland County Eastover
(Apportionment transferred from Hope Mills).
Schools Discoiitimied at End of Year 1915-'16:
Bertie County Mars Hill
Franklin County Louisburg
Nash County Castalia
Sampson County Garland
(Apportionment transferred to Salemburg).
Scotland County Mason's Cross
New Schools Established for the Year 1916-'17:
Alleghany County Piney Creek
Caswell County Yanceyville
Franklin County Justice
Lenoir County Pink Hill
Sampson County Salemburg
Surry County White Plains
28 Public High Schools, 1915-1916
MISCELLANEOUS STATISTICS
Boarding Students:
Number of boarding students enrolled 1,947
Boys 1,098
Girls 849
Outside Students:
Number of students enrolled from outside local district 3,053
Boys 1,430
Girls 1,623
Pupils and Teacliers in Elementary Schools:
Pupils enrolled in elementary schools operated in connection with
public high schools* 43,756
Number of teachers in elementary schools operated in connection
with public high schools 1,216
Cost Per High School Student:
Average cost of pupil enrolled $24.69
Average cost per pupil in daily attendance 32.55
Principal's Salaries:
Number of principals receiving $1,000 or more 55
Number of principals receiving $900 or more, but less than $1,000. 24
Number of principals receiving $800 or more, but less than $900. . 48
Number of principals receiving $700 or more, but less than$800. . 49
Number of principals receiving $600 or more, but less than $700 . . 25
Number of principals receiving $500 or more, but less than $600.
.
7
Number of principals receiving less than $500 4
Average salary paid principals $840.35
RUKAL PUBLIC HIGH SCHOOLS
Schools
:
Number of schools established 212
Schools reporting four-year courses 114
Schools reporting three-year courses 77
Schools reporting two-year courses 21
Teachers
:
Total number of high school teachers 464
Number giving full time to high school instruction 352
Number giving part time to high school instruction 112
Number of male teachers 250
Number of female teachers 214
Number of male principals 202
Number of female principals 10
P 'Several of the High School Principals did not furnish any information as to the number of pupils
enrolled in the elementary school.
Public High Schools, 1915-1916 29
Enrolluient:
Total number of students enrolled 10,379
Boys enrolled 5.080
Girls enrolled 5,299
Number of fourth-year students enrolled 822
Number of third-year students enrolled 1,836
Number of second-year students enrolled 2,868
Number of first-year students enrolled 4,853
Number of students in four-year high schools 6,563
Number of students in three-year high schools 3,047
Number of students in two-year high schools 769
Attendance
:
Total average daily attendance 7,873
Average daily attendance, boys 3,696
Average daily attendance, girls 4,177
Ciradnates 1916:
Boys 179
Girls 287
Total 466
. RURAL PUBLIC HIGH SCHOOLS
(Number of students pursuing the different branches).
Eng'lish:
Grammar 5,419
Composition and rhetoric 5,995
Literature 6,674
Mathematics
:
Advanced arithmetic 5,358
Algebra 6,600
Plane geometry 1,613
Solid geometry 398
History:
English history 3,388
General history 2,231
Ancient history 1,875
American history 1,138
History of North Carolina 181
Foreign Langnages:
Latin 6,967
Greek 4
French 794
German 391
Spanish 22
30 Public High Schools, 1915-1916
Science:
Physical geography 2,537
Physics 801
Introduction to science 2,166
Agriculture 636
Botany 464
Physiology 633
Chemistry 320
Miscellaneous:
Commercial geography 69
Drawing 425
Music 48
Singing 336
Civics 248
Spelling 6,468
Domestic science 1,236
Education 54
Economics 40
Writing 271
Psychology 31
Commercial Branches:
Bookkeeping 38
Commercial arithmetic 78
Shorthand 32
Typewriting S3
RUKAL PUBLIC HIGH SCHOOLS
Receipts :
From local taxation $ 89,027.58
From private donations 7,228.51
• From county apportionments 78,047.24
From State appropriation 76,250.00
Balance on hand from last year 11,452.92
Overdrafts paid from local funds 3,528.48
Total receipts $ 265,534.73
Disbursements:
For principals' salaries $ 178,154.61
For salaries of assistant teachers 64,591.77
For fuel, janitors, and Incidentals 13,505.35
Total expenditures $ 256,251.73
Balance on hand $ 9,283.00
*This is in fact not a true balance, since there were many outstanding vouchers at the time the re-ports
were rendered.
32 Public High Schools, 1915-1916
Public High Schools, 1915-1916 33
and ths Number of Students Pursuing the Different Branches.
Foreign Science
Languages
34 Public High Schools, 1915-1916
Studies, etc.,—
Public High Schools, 1915-1916 35
Continued.
Foreign
Languages
36 Public High Schools, 1915-1916
Studies, etc..
Public High Schools, 1915-1916 37
Continued.
Foreign
Languages
38 Public High Schools, 1915-1916
Studies, Etc.
Public High Schools, 191.5-1916 39
Continued.
Foreign
Languages
Commercial
Work Miscellaneous
a
40 Public High Schools, 1915-1916
Studies, Etc.
Public High Schools, 1915-1916 41
Continued.
Foreign
Languages
42 Public High Schools, 1915-1916
Public High Schools, 1915-1916 43
Continued.
u Public High Schools, 1915-1916
Studies, Etc
Public High Schools, 1915-1916 45
Continued.
Foreign
Languages
D. FARM-LIFE SCHOOLS
SCHOOLS ESTABLISHED, THEIR ATTENDANCE, COST OF MAINTE-NANCE,
AND PRESENT VALUE OF PLANTS
Number of schools established to date (November, 1916) 21
Number of schools running last year 19
Number of pupils enrolled, 1915-'16 (boys 439, girls 678) 1,117
Spent for maintenance, 1915-16 $ 56,090
Estimated operating expenses, 1916-"17 65.350
Present value of school plants 525,800
DATES OF OPENING
September, 1911—Jamestown, Monticello, Pleasant Garden.
September, 1913—Gary, Wakelon, Lowe's Grove, Harmony.
November, 1913—Vanceboro.
September, 1914—Philadelphus, Lillington, Red Oak, Rock Ridge,
Bahama.
January, 1915—China Grove.
September, 1915—Dallas, Clemmons.
October, 1915—Eureka, Startown.
January, 1916—Pineville.
September, 1916—Aulander. Rich Square.
EXPLANATORY RE3IARKS
It should be understood that the farm-life school is, in every case except
two, namely, Vanceboro and Clemmons, a department of the public State-aided
high school, in which department special provision is made for afford-ing
boys of the country districts an opportunity to study agriculture and
certain allied subjects, and for affording the girls an opportunity to study
home economics and certain related subjects. It should also be understood
that the funds for operating these special departments of agriculture and
home economics, or farm-life departments, are contributed by the county
and the State, and that these funds are in addition to all other school funds
contributed from these sources. This type of school is known in most States
as the "agricultural high school," but with us it has been given the local
name of farm-life school. In the farm-life departments of our high schools,
however, instruction in the farm-life subjects is not confined to the high
school grades; these departments are open also to pupils of the grammar and
intermediate grades of the local elementary school operated in connection
Public High Schools, 1915-1916 47
v'ith the high school; and, too, certain lines of .extension work and home
project work are carried on in the community not only during the regular
session, but also In vacation time.
There are now in operation twenty-one farm-life school departments. These
twenty-one schools are located in seventeen counties, as follows: Guilford
has three, Wake has two, Durham has two, Iredell, Craven, Robeson, Harnett,
Nash, Wilson, Rowan, Gaston, Forsyth, Moore, Mecklenburg, Bertie, Catawba,
and Noi'thampton have one each. They are distributed over the central part
of the State—from Craven and Bertie in the east to Catawba in the west.
It is the hope of the State Superintendent of Public Instruction that eventu-ally
every county in the State shall have at least one such school.
The Craven County Farm-Life School at Vanceboro is the only school es-tablished
under the original act providing for farm-life schools. Under the
requirements of this original act there is operated in connection with this
farm-life school a four-year high school which receives State-aid under the
general high school law. The Forsyth County Farm-Life School at Clemmons
is operated under a special act. There is a high school department operated
in connection with this school, but it does not receive State-aid from the,
special appropriation for public high schools for the reason that Forsyth
County was already receiving State-aid for four high schools, the maximum
number allowed when this school was converted into a farm-life school. With
the exception of these two schools, the farm-life schools are operated under
what is known as the Guilford County Farm-Life School act which was
passed in 1911 and was made of State-wide application in 1913, and under
the provisions of this act are, as stated above, departments of the public
high schools in connection with which they are operated. It is true that
special acts were passed authorizing some of the counties to establish farm-life
departments, yet, except as noted above, the appropriations are made and
the schools conducted as provided for in the Guilford act.
The figures given in the following tables are taken in the main from
special reports sent in by the principals of the schools in November and in
some cases from the final reports submitted last spring.
The values of property shown in the following tables are estimates given
by the principals and are given as a rule in round numbers. They can be
regarded in most cases only as appproximations. It should be understood
that the buildings, dormitories, and apparatus in these several schools are
used for the entire high school and not simply for the farm-life departments,
and that the value given for the plant is for the entire plant which is used
for the community's elementary school and for the State-aided high school
as well.
48 Public High Schools, 1915-1916
FARM-LIFE SCHOOLS
TABLE I.—RECEIPTS AND EXPENDITURES FOR MAINTENANCE, 1915-'16.
Farm-Life Schools and Coun-ties
in Which They are
Located
Receipts
State
County
School
Fund
County
Comniis-sioners
Other
Sources
Expenditures
Total Total
Catawba
Startown ___
Craven
Vanceboro
- Durham
Bahama
Lowe's Grove
Forsyth
Clemmons
Gaston
Dallas.
Guilford
Jamestown
Monticello*
Pleasant Garden.
Harnett
Lillington
Iredell
Harmony
Mecklenburg
Pineville**--
Moore
Eureka**
Nash
Red Oak**
Robeson
Philadelphus
Rowan
China Grove
Wake
Gary**
Wakelon _
Wilson
Rock Ridge
Totals.
1,500
2,500
500
2,000
2,000
2,500
1,000
500
1,100
1,500
1,500
2,000
1,250
1,500
1,500
2,500
1,250
1,250
1,250
29,100
1,500
2,500
500
2,000
2,000
2,500
1,000
500
1,100
1,500
2,000
1,250
1,500
750
1,250
1,250
1,250
24,350
1,500
750
2,500
4,750
800
250
1,000
2,050
$ 3,000
5,800
1,000
4,250
4,000
6,000
2,000
1,000
2,200
3,000
3,000
4,000
2,500
3,000
3,000
5,000
2,500
2,500
2,500
60,250
3,000
5,800
1,000
4,250
3,665
2,575
2,000
1,000
2,200
3,000
3,000
4,000
2,500
3,000
3,000
5,000
2,100
2,500
2,500
56,090
*Home Economics only. '*No report for this year.
Public High Schools, 1915-1916 49
TABLE II.—ESTIMATED RECEIPTS AND EXPENDITURES FOR MAINTENANCE, 1916-'17.
Farm-Life Schools and Coun-ties
in Which They Are
Located
Receipts
State
County
School
Fund
County
^^I othpr Sources
Total
Expenditures
Total
Bertie
Aulander
Catawba
Startown...
Craven
Vanceboro
Durham
Bahama...
Lowe's Grove
Forsyth
Clemmons-
Gaston
Dallas -
Guilford
Jamestown
Monticello
Pleasant Garden.
Harnett
Lillington
Iredell
Harmony
Mecklenburg
Pineville*
Moore
Eureka*
Nash
Red Oak*
Northampton
Rich Square
Robeson
Philadelphus
Rowan
China Grove
Wake
Gary*
Wakelon..
Wilson
Rock Ridge
S 1,500 i $
1,500
j
2,500 L..
500
2,000
2,000
2,500
1,100
400
1,100
1,500
1,500
I
2,000
[
1,250
I
I
2,500
1,500
1,500
2,500
1,2,50
1,250
1,250
Totals. 33,100
750
1,500
500
2,000
2,000
2,500
1,100
400
1,100
1,500
2,000
1,250
2,500
1,500
750
1,250
1,250
1,250
$ 300 8 450
2,500
1,500
750
2,500
800
450
1,000
700
245
3,000
3,000
5,800
1,000
4,450
4,000
6,000
2,200
800
2,200
3,000
3,000
4,000
2,500
5,000
3,700
3,000
5,000
2,500
2,745
2,500
25,100 7,550 3,645
3,000
3,000
5,800
1,000
4,450
3,720
2,600
2,200
800
2,200
3,000
3,000
4,000
2,500
5,000
3,700
3,000
5,000
2,500
2,380
2,500
69,395 65,350
*No report for this year.
50 Public High Schools, 1915-1916
TABLE III—VALUE OF BUILDINGS, FARM, AND EQUIPMENT.
Farm-Life Schools and
Counties in Which
They Are Located
Bertie
Aulander
Catawba
Startown
Craven
Vaoceboro
Durham
Bahama
Lowe's Grove
Forsyth
Clemmonsi
Gaston
Dallas2
Guilford
Jamestown
Monticello
Pleasant Garden.
Harnett
Lillington j
Iredell
Harmony
Mecklenburg
Pineville
Moore
Eureka
Nash
Red Oak
Northampton
Rich Square
Robeson
Philadelphus---4..
Rowan
China Grove
Wake
Gary 1...
Wakelon
Wilson
Rock Ridge
Totals.
School
Building
20,000
2,000
4,000
5,000
13,000
10,000
28,000
4,300
8,000
30,000
5,000
20,000
5,000
18,000
10,000
15,000
4,500
33,000
40,000
3,000
277,800
Dormi-tories
4,000
17,000
2,000
3,000
9,000
5,000
8,000
2,000
8,000
5,000
5,000
3,000
4,000
3,000
3,500
4,000
17,500
12,500
11,000
64,200
Acres
in
Farm
Value
of
Farm
130,700
35
21
90
20
170
30
48
24
15
50
20
21
44
28
45
no
20
16
27
15
649
5,000
1,500
3,500
1,250
5,000
3,000
7,000
3,200
Barn
Farm
Stock
and
Equip-ment
700
2,400
3,500
1,300
200
440
4,450
4,500
1,000
j
I
2,500
;
1,200
I
3,400
'
1,200
1,500
1,000
900
1,200
TOO
400
600
700
500
1,250
1,000
1,060
n,500
800
600
55,440 14,410
S 540
1,862
800
500
1,226
1,300
900
650
700
916
1,102
1,000
675
300
825
13,296
Present
Value
of
Plant*
$ 28,000
7,500
27,800
10,000
14,800
24,500
24,500
40,000
8,500
25,000
45,200
12,000
25,000
10,000
30,000
19,500
23,500
35,000
50,000
55,000
. 10,000
525,800
*Total value of high school plant including equipment of Farm-Lite Department.
iNot public property. It Ls leased under a special act of the legislature.
^The State and county appropriation of 85,000 is used not only for maintenance of Central School
at Dallas but also for maintenancs of a Damestic S^iencs Department in each of the five other secondary
schools of the county. This funi provides farai-life instruction for over 300 pupils.
3Barn §450 and Stalls S250.
^Leased for 10 years with option for 20.
'Barn, $300; Farm Cottage SMO.
63irls' dormitory with kitchen, dining-rooTn, etc., S2,200; boys' d jrmitory with science laboratory,
$2,000.
REPORT
OF
SUPERVISOR OF TEACHER-TRAINING
FOR THE
YEARS 1914-1915 AND 1915-1916
E. E. SAMS
Supervisor Teacher-Training
LETTER OF TRANSMITTAL
Raleigh, December 26, 1916.
Hox. J. Y. JoYNER, Raleigh, K. C.
Dear Sir:—I desire to submit the following report of work clone in the
Department of Teacher-training during the last biennial period, which work
has been carried on in conformity with the plans and ideas outlined by you
when I assumed charge of the department with such modification as you
have suggested from time to time.
Although the period covered by your Biennial Report ended June 80, 191 6,
this report is made to cover some institutes that were he'd as late as Octo-ber,
since a new series of institutes will begin next summer.
Respectfully, E. E. Sams,
Supervisor of Teacher-training
.
Part III—
4
TEACHER-TRAINING
The work of teactier-training has been prosecuted through two channels,
(1) teachers' institutes, (2) county teachers' associations and teachers' read-ing
circles.
teachers' institutes.
Plan.—Daily schedules of work for the Teachers' Institutes was issued in
1915 and in 1916, setting forth a definite plan of work to be followed for the
two weeks of the institute, and containing outlines of the lessons to be pre-sented.
These lessons dealt largely with the work of the elementary school,
and embraced such subjects as phonetics, reading, language, number,- home
geography, agriculture, history, writing, and drawing. Instruction was given
in the theory of teaching these subjects by assigning chapters from Charters'
Teaching the Common Branches bearing on them to be studied for recitation
in the institute. These recitations were followed by definite, practical lessons
that should serve as models for the actual work of the schools. Lecturing
was reduced to a minimum.
THE PLAN
The State Department of Education is planning to do some definite and
systematic work in teacher-training, of which the following is a brief outline:
1. A biennial county institute of at least two weeks in each county, con-ducted
by a competent and experienced male teacher, assisted in the primary
and intermediate work by a competent and experienced woman teacher.
These teachers will be selected, according to the law, by the S.ate Depart-ment
of Education, and will be required to attend a conference of institute
conductors with the State Superintendent annually before beginning the in-stitute
work. At this conference a definite and uniform plan of institute
work for the summer will be discussed and arranged. Bulletins containing
outlines of the work and directions to teachers will be issued from the State
Department of Education and placed in the hands of all teachers attending
the institutes, for their direction and assistance. The work of the county
institute will be so arranged as to prevent duplication and repetition of work
by teachers atending from year to year.
2. To have in every county an active teachers' association, doing a definite
and specific work, pursuing carefully arranged courses of professional read-ing
and study, directed by the county superintendent, and aided by bulletins,
programs,' etc., issued and distributed from the State Department of Educa-tion.
This work will be correlated, as far as possible, with the work of the
county institute, and with the work of the State Normal Schools.
3. Through the teachers' institutes and the teachers' associations, aided by
the State Department of Education with its professional bulletins, it is hoped
to arrange and carry out successfully a progressive and continuous course of
home study for the professional training and improvement of the rank and
file of the country teachers. A certificate will be issued to teachers success-fully
completing the course and passing a satisfactory examination thereon
that will be recognized by county superintendents in their examinations for
teachers' certificates, and vvill aid the holders thereof in securing better posi-tions
and better salaries as teachers.
—
From Superintendent Joyner's Letter
to County Supei-intendents.
The work prepared for the institutes and carried out in the main by the
conductors and assistants is presented in the following pages:
SOME SUGGESTIONS
1. The new teachers should take the work of the primary section; those
who have had two or more years experience, the work of the intermediate
section. This classification, however, need not be rigidly adhered to. By
special arrangements with the conductor, teachers may take some work with
both sections: e. g., a primary grade teacher who has attended two or more
institutes and who has had sufficient training and experience in teaching
phonics might be permitted to take the work with the primary section but be
allowed to spend the time during the phonic period with the intermediate
sec lion.
2. In those institutes where there is a sufficient number of high-school
teachers, a class might be organized for the consideration of the problems of
the high school, using Harfs Educational Resources of Village and Rural
Communities (Macmillan Co.), and the High School Handbook.
3. On Monday evening of the first week, the teachers should come together
for an "institute social." The main object should be to get acquainted. Each
teacher might be given a tag and asked to write his name on it and wear it
during the evening. The "Get-Acquainted Committee" should be on the alert
to see that strangers and those who are inclined to be timid are made to feel
at home. "Provision should be made for good music and some form of enter-tainment
for all. The amusements, of course, should conform to local condi-tions
and should be so managed that it will be impossible for bashful young
men to Itne up on one side of the house and the self-conscious maidens on
the other. No one thing will do more to cement the friendship and promote
the social pleasure of the teachers than this institute social, if wisely planned
and properly managed.
4. A Story Tellers' Club should be formed. Let the teachers meet for an
hour at twilight on the lawn, if practicable, the first meeting being held Tues-day
of the first week of the institute. Other meetings should be held from
evening to evening and all the teachers should be encouraged to participate.
5. A model Friday Afternoon Exercise should be worked up during the
institute and given on the last Friday afternoon as indicated in the program.
Some of the work done in the Story Tellers' Club may be used on this occa-sion.
An exhibit of the work done in the institute should be prepared and
arranged for this meeting, illustrating what each teacher should do in her
own school. The public should be invited to attend this meeting.
6. Beginning on Thursday of the first week and continuing from time to
time until Yv'ednesday of the second week, make on the blackboard a large
map of the county, putting in township lines, school districts, roads, churches,
schoolhouses, postoffices, country stores, etc., as a basis for a social survey,
indicating in each district the per cent of illiteracy as shown by the last
final report for each district. This work is to be done by the teachers, mak-irg
changes and corrections from day to day as more exact information may
be obtained. After the map is completed for use in connection with the dis-cussion
of adult illiteracy as indicated for Wednesday afternoon of the second
week, each teacher should make a copy for her individual use.
A STUDY OF THE COURSE OF STUDY PREPARED FOR THE
RURAL ELEMENTARY SCHOOLS
This Course of Study is the only permanent guide the teacher has for
determining the amount and the nature of the work to be done in each of the
seven grades of the rural elementary school. If there is to be unification of
the work of the elementary school in the county and in the State, if there is
to be any unanimity among the teachers of the county as to the requirements
of work to be done before promoting pupils from grade to grade, then the
teachers must know and follow the Course of Study. It therefore becomes
highly important that the Institute Conductors see to it that the teachers
under their instruction acquire a full and accurate knowledge of the con-tents
of this Course of Study and that they be shown how to use it most
effectively in meeting the cultural as well as the everyday needs of the chil-dren
they teach.
In order that this instruction be specific and systematic, definite periods
have been designated in the Institute Manual for conducting written tests
upon this Course of Study. Seven 30-minute periods have been set apart for
conducting these tests. From 3:30 to 4:00 o'clock on each of the seven after-noons
set apart for this work, all the teachers will come together and take
the test on the work assigned for that afternoon. The Conductor will take
up these written tests, grade them carefully, and announce the results on the
following day. The grades made by the teachers on these tests will count as
a part of their final examination given for certificates at the close of the
Institute.
Below is given a suggested list of questions for each of the periods desig-nated
for this work:
LESSON I
(1) State the number of grades provided for in this Course of Study.
(2) State the length of school term required for completing the work in
each grade. See Introductory Letter.
Subjects and Text-books
—
Grade I
(1) Reading
(a) Name in the order given the reading books for the first grade.
(b) When is it suggested that a reading book be first placed in the
hands of your pupils?
(2) Arithmetic
(a) Name in the order given the topics to be taught in the first grade.
(3) Language
(a) State in the order given the topics to be taught in the first grade.
(4) Geography
(a) State the reasons given for teaching geography. (Page 41.)
(b) Name in the order given the general topics to be taught in the
first grade.
Teacher-Training 59
(5) JS'ature Study
(a) Name in the order as outlined under First Course the topics to
he taught: (1) In the fall; (2) In the winter; (3) In the
spring.
(6) Draicing
(a) Outline in the order given the work to be done in this subject in
the first grade.
(b) Name the drawing book to be used in the first grade.
(c) When is it suggested that a drawing book first be placed in the
hands of your pupils? (Page 5.)
(7) Spelling.
(a) State the first and second steps to be taken in this subject in the
first grade.
(b) When is a spelling book first to be placed in the hands of your
pupils? (Page 5.)
LESSON II—GRADE II
(1) Reading
(a) Name the order given the reading books for the second grade.
(2) Arithmetic.
(a) Name the topics that are to be revietved in this subject at the
beginning of the session in the second grade.
(b) State the length of time suggested for making this review
thorough.
(c) Name in the order given the neio topics to be taught in this
subject in the second grade.
(d) Name in the order given the topics your children should know
in this subject before promoting them to third grade in this
subject.
(e) What part of Milne's Book I is suggested for your careful study
in your first- and second-grade work in this subject? (Page
32.)
(3) Language
Name in the order given the general topics to be taught in this sub-ject
in the second grade. (Page 32.)
(4) Geography
Name in the order given the topics to be taught in the second grade.
(5) Nature Study
Name in the order given under "Second Course" the topics lo be
taught: (1) In the fall; (2) In the winter; (3). In the spring.
(6) Draicing
Outline in the order given the work to be done in this subject in the
second grade.
(7) Spelling
State the first and second steps to be taken in this subject in the
second grade.
(8) Writing
Name the copy book to be used in the second grade.
fiO Teacher-Training
LESSON III—GRADE III
(1) Reading
Name in the order given the reading books for the third grade.
(2) Arithmetic
(a) Name in the order given the topics "that are to be reviewed in
this' subject at the beginning of the session in the third grade.
(Page 99.)
(b) State the length of time suggested for making this review thor-ough.
(Page 99.)
(c) Name in the order given the new topics to be taught in the third
grade.
(d) Name in the order given the topics your children should know
in this subject before promoting them to the fourth grade in
this subject.
(e) When is the arithmetic book first to be placed in the hands of
your pupils?
(f) What suggestion is made at bottom of page 99 about the "Intro-duction
of the Text-book"?
(g) What part of Milne's Book I is it suggested that your pupils com-plete
before promoting them to the fourth grade? (Page 107.)
(3) Language
(a) Name in the order given the general topics to be taught in the
third grade,
(b) What use is suggested that the teacher make of the language
book in this grade? (Page 7.)
(4) Geography
Name in the order given the topics to be taught in the third grade.
(5) History
(a) State briefly the five chief reasons given on pages 121-122 for
teaching this subject.
(b) Name in the order given the general topics to be taught in the
second and third grades. (Pages 123-129.)
(6) Hygiene and Sanitation
Name in the order given the topics to be taught in the first three
grades.
(7) Nature Study
Names in the order as outlined under "Third Course" the topics to be
taught in the third grade: (1) In the fall; (2) In the winter; (3)
In the spring.
(8) Drawing
Outline in the order given the work to be done in this subject in the
third grade.
(9) Spelling
State the steps to be taken in this subject in the third grade.
(Page 7.)
(10) Writing
Name the copy book to be used in this grade.
Teacher-Training 61
LESSON lY—GRADE IV
(1) Reading
Name in the order given the reading books for the fourth grade.
(2) Arithmetic
(a) What topics in this subject are to be reviewed before beginning
the new work of this grade?
(b) How long is it suggested tliat it may require to make this review
work thorough?
(c) Name in order the new topics to be taught in this grade.
(d) Name in order the specific topics your children should know
before taking up with them the work outlined for the fifth
grade in this subject. (Page 110.)
(e) How far is it suggested that your pupils may go in Milne's Book
I before taking up the fifth-grade work in this subject?
(3) Language
(a) Name in order the general topics to be taught in this grade.
(b) When is the text-book first to be placed in the hands of your
pupils?
(c) Name the text-book to be used in this grade.
(d) What part of this book is it suggested that your pupils complete
before taking up the work of the fifth grade in this subject?
(4) Geography
(a) When is the text-book first to be placed in the hands of your
pupils?
(b) Name in order the general topics to be taught in this grade.
(c) W^hat part of Dodge's Primary Geography is it suggested that
your pupils complete in the first half of an eight-months school
term?
(d) What part of this text is it suggested that your pupils complete
in the second half of an eight-months school term?
(5) History
Name in order the general topics to be taught in the fourth grade.
. (6) Hygiene and Sanitation
(a) When is the text-book in this subject first to be placed in the
hands of your pupils, and give the name of the text-book to be
used?
(b) What part of this text is it suggested that your pupils complete
in the fourth grade?
(7) 'Nature Study
Name in order the general topics as outlined under the "Fourth
Course."
(8) Drawing
Outline in the order given the work to be done in this subject in the
fourth grade.
(9) Spelling
Name in order the steps to be taken in this subject in the fourth
grade. (Page 8.)
(10) Writing
Name the copy book to be used in the fourth grade.
62 Teacher-Training
LESSON V—GRADE V
(1) Beading
Name in order the reading books for the fifth grade.
(2) Arithmetic
(a) Name in the order given the topics to be reviewed before taking
up the new worli of the fifth grade.
(b) State the length of time suggested for making this review
effective.
(c) Name in the order given the new topics to be taught in this grade.
(d) Name in the order given the specific topics in this subject your
cliildren should know before taking up with them the work
outlined for the fifth grade in this subject.
(e) What part of Milne's Book II is it suggested as possible for your
pupils to complete in the fifth grade of an eight-months school
term?
(3) Language
(a) Name in the order given the general topics to be taught in this
subject in the fifth grade.
(b) What part of Hyde's Language Lessons, Book I, is it suggested
that your pupils complete in the fifth grade?
(4) Geography
(a) Name in the order given the topics to be revieioecl before taking
up the new work outlined for the fifth grade.
(b).Name in the order given (with the time allowed for each) the
new topics to be taught in the fifth grade.
(5) History
(a) When is the text-book first to be placed in the hands of your
pupils?
(b) Name the text to be used.
(c) State the general topics to be taught supplementary to this text-book.
(6) Hygiene and Sanitation
State the amount of work to be done in this subject before completing
the fifth grade. (Page 144.)
(7) Nature Study
State in the order given the general topics to be taught as outlined
under "Fifth Course."
(8) Drawing
Outline in the order given the work to be done in this subject in the
fifth grade.
(9) Spelling
State the work to be done in this subject in the fifth grade.
(10) Writing
State the copy book to be used in this grade.
Teachek-Training 63
LESSON VI—GRADE YI
(1) Reading
JName in the order given the reading books for the sixth grade.
(2) Arithmetic
(a) iSame in the order given the topics to be reviewed, before taking
up the new woriv of the sixtli grade.
(b) Name in the order given the new topics to be taught in this
grade.
(c) Name in the order given the specific topics in this subject your
pupils should know befoie takfng up with them the work out-lined
for the seventh grade in this subject.
(d) What part of Milne's Book II is it suggested your pupils com-plete
before being promoted from the sixth grade in this
subject?
(3) Language
(a) Name the text-book to be used in this subject in the sixth grade.
(b) State in the order given the general outline of work to be done
in this subject in the sixth grade.
(4) Geography
(a) Name the text-book to be used in this subject in the sixth grade.
(b) Name in the order given the general topics to be taught in this
grade and the time suggested for the completion of each topic.
(Page 59.)
(5) History
(a) Name the text-book to be used in the sixth grade.
(b) Name the supplementary text-book to be used in this subject in
the sixth grade.
(c) Name the reference books suggested for use in sixth grade.
(6) Hygiene and Sanitation
Name the text-books to be used in this subject in the sixth grade.
(7) Agriculture
(a) Name the text-book to be used in this subject in the sixth grade.
(b) Name in the order given the topics suggested for special investi-gation
in the sixth grade.
(8) Draiving
Outline in the order given the w'ork to be done in this subject in the
sixth grade.
(9) Spelling
State the steps to be taken in this subject in the sixth grade.
(10) ^Vriting
Name the copy book to be used in the sixth grade.
LESSON VII—GRADE VII
(1) Reading
Name in the order given the reading books for the seventh grade.
(2) Arithmetic
(a) What is the nature of the work to be done in this subject in the
seventh grade as suggested on page 116?
64 Teacher-Training
(b) Name in the order given the specific topics to be emphasized in
this subject in the seventh grade.
(c) State the practical uses you are to make of aritlimetic as sug-gested
on pages 118-119.
(d) State briefly tlie substance of the suggestions made on page 119
under "Continuity of Arithmetic."
(e) State the place and purpose of oral arithmetic as outlined on
page 120.
(f) What part of Milne's Book III is it suggested that may be omitted
in the seventh grade? (Page 116.)
(g) Name the reference books suggested for the teacher's use in this
subject. (Page 120.)
(3) Language
(a) Name the text-book to be used in this subject in the seventh
grade.
(b) State briefly the general outline of work to be done in this sub-ject
in the seventh grade.
(4) Geography
(a) State the review work to be done in this subject at the beginning
of the seventh grade.
(b) Name in the order given, with the time allowed for each, the
general topics to be taught in the seventh grade. (Page 75.)
(c) Name the reference books suggested on page 80 for the teacher's
use in this subject.
(5) History
(a) Name the text-book' to be used in this subject in the seventh
grade.
(b) Name the text-book on Civics adopted for the seventh grade.
(c) State briefly the substance of the suggestions on the "Use of
Current Events." (Page 140.)
(d) Name the reference books suggested on page 142 for the teacher's
use in this subject.
(6) Hygiene and Sanitation
Name the text-book to be used in this subject in the seventh grade.
(7) Agriculture
(a) Name the reference books suggested on page 88 for the teacher's
use in this subject.
(b) Name the other important sources suggested on pages 88-89 from
which teachers can secure valuable help in the teaching of this
subject.
(8) Drawing
Outline in the order given the work to be done in this subject in the
seventh grade.
(9) Spelling
Outline the steps to be taken in this subject in the seventh grade.
(10) Writing
Name the copy books to be used in the seventh grade.
DAILY SCHEDULES OF WORK FOR THE TEACHERS' INSTITUTES
OF 1916
IIKST WEEK
Monday—Morning Session
General Session
10:00-10:15. Opening Exercises.
10:15-10:35. Talk by the Conductor- on the Purposes of the Institute.
In tliis talk he should outline the plan for running the institute and insist
upon punctuality, continuous attendance, and the absolute necessity for
each, teacher having the text-books at the Institute.
10:15-11:00. Enrollment.
Distribute the blanks especiallj^ prepared for this purpose. Let it be under-stood
that no teacher has complied with the law unless the teacher is pres-ent
for enrollment on the first day, and every day thereafter unless provi-dentially
hindered.
11:00-11:30.
The primary assistant outlines her work for the afternoon, and assigns the
lesson in reading.
11:30-12': 00.
The conductor outlines his work for the afternoon, and assigns the lesson in
reading.
12:00- 1:30. Noon Intermission.
FIRST WEEK
Monday—Afternoon Session
General Session
1:30-2:20. Reading.
Charters' Teaching the Common School Branches, Chapter V.
I. Subject Matter.
(a) Function.
1. Its importance.
2. Interpretation and expression.
(b) The Five Ingredients of the Reading Process.
1. The author's experience.
2. The use of symbols.
3. Building up the author's experience.
4. Giving expression to experience built up.
5. Reproduction for the benefit of the audience.
(c) Standards of Good Reading.
1. What should be demanded of the children in the elementary
school?
2. Discuss the time, pitch, quality, and tone. Can these stand-ards
be applied in the grades?
66 Teacher-Training
II. Motivation.
(a) Immediate Interest.
(b) Appeal to Generic Values.
(c) Appeal to Specific Need.
(d) Silent Reading.
(e) Oral Reading.
1. Discuss the last paragraph on page 128. Do you agree with
author?
2. Use of Friday afternoon exercises to improve oral reading.
Primary Section
Reading. Charters', Chapter V, pages 118-127.
2:20:3:00. Preparation of the Teacher.
(a) The Different Methods of Teaching Reading.
1. The alphabet.
2. The word.
3. The sentence.
4. The phonic.
(NoTE.^—Discuss each method fully with a view to establishing clearly in
the minds of the teachers the reasons for the adoption of the phonic method
by the State Department for use in the public schools of North Carolina.)
(b) Things of Interest to the Children.
1. Easy words in the beginning.
2. Nursery rhymes.
3. Industrial occupations and primitive activities.
4.' Plays and games.
5. Action sentences.
6. Manual arts.
7. Dramatization.
3:00-3:40. Phonics.
Read and discuss with teachers How to Teach Reading, pages 1-17; or pafees
89-93, depending upon the Primer in use in the county.
Intermediate Section
2:20-3:00. Reading.
Charters', Chapter V, pages 130-143.
I. The Study of Upper-Grade Reading.
(a) The Natural Method.
1. Some limitations.
(b) Punctuation.
1. How to secure proper observation of the marks of punctua-tion.
(c) Suggestion for Prill, pp. 132, 134.
II. The Study of Literature.
(a) The Problem.
1. What is literature?
(b) Study of Selections.
1. To get general impressions.
2. To find out answers to questions.
Teacher-Training 67
(c) Assignment.
1. The two sorts of assignment.
2. How to get children to discover beauty in literature.
(d) How to Memorize a Poem.
1. Select only the best for memorizing.
2. Use the whole method.
III. Class Mechanics.
(a) Position.
(b) Criticisms.
(c) Should the title and page be read? Why?
3:00-3:40. Model Lesson in Reading.
Baker and Carpenter's Fourth Year Language Reader, page 64, "The Jackal
and the Partridge."
(a) Was this a wise partridge to try to hold the friendship of the jackal
in this way?
(b) Outline:
1. Try to hold friendship by amusing jackal.
2. By appeal to "higher emotions."
3. By administering to his hunger.
4. By saving his life.
(Notice that illustrations in book outline story.)
(c) What would be a good name for the story? Do you value friends
that try to use you like this? Is such a friend likely to be a real
friend in need?
(d) What do you think of the wisdom of trying to make and hold friends
in this way?
FIRST WEEK
Tuesday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Language. Charters', chapter III.
I. Subject Matter.
(a) Function.
1. Accuracy and effectiveness in expressing ideas.
2. Illustrations.
(b) Standards.
1. The value of a double standard.
2. What constitutes good language form in the elementary
school?
(c) Course of Study.
1. The logical and psychological arrangement of subject matter.
2. What should guide the teacher in selecting language ma-terial?
3. How should the text-book in language be used?
68 Teacher-Training
II. How to Secure Interest in Language Work.
(a) Motivation. -.
1. Immediate interest.
2. Mediate interest.
a. Generic values.
b. Specific needs.
3. Basis of interest. , .
a. Illustrations.
4. Topics of interest.
a. Make a list suitable for city schools; for country schools.
5. Show how language may be correlated with any other
subjects.
Primary Section
10:00-10:40. Primary Language.
I. Scope of "Work.
(a) First Grade.
1. Conversational.
a. To develop orderly thinking.
b. To secure free and effective expression.
2. Reproduction of stories. Make a list of stories suitable for
first grade. See Course of Study.
3. Memorizing. Make a list of nursery and Mother Goose
rhymes suitable for first grade.
4. Copying. Make a list of essentials to be copied in first
grade.
5. Dramatization. The value of dramatization in Language and
Reading. Suggest some suitable stories for dramatization,
in the first grade.
(b) Second Grade.
1. Oral reproduction of stories. Make a list of stories suitable
for Language work in the second grade.
2. Memorizing. Make a list of Poems suitable for second
grade. See "Course of Study."
3. Copying. The value of copying as a Language exercise.
How to have copying done.
4. Dramatization. Suggest stories suitable for dramatization
in second grade.
(c) Third Grade.
1. Oral and written reproduction. Suggest suitable stories for
use in third grade.
2. Memorizing. Make a list of poems suitable for third grade.
3. Copying and dictation.
4. Dramatization. Suggest stories suitable for dramatization
in third grade.
10:40-10:50. Recess.
10:50-11:25. Pronics.
1. Ear Training.
Use drills as outlined in How to Teach Reading, pages 18-23.
Teacher-Training 69
11:25-12:00. Model Lesson in Reading.
(a) The Primer Class.
1. Howell's Primer, page 14. Read How to Teach Reading, pages
60-61. Give model lesson as directed in this bulletin on pages
61-62.
Or
1. Haliburton Primer, page 1. Read How to Teach Reading, pages
94-97.
Intermediate Section
10:00-10:40.
I. Methods of Language Study. Charters', chapter HI.
(a) Interest. (See above.)
(b) Freedom.
1. Allow rough draft.
2. Praise good work.
3. Do not mark too many errors.
(c) Organization.
1. The use of outlines.
2. Drill on selecting the topic of the paragraph in reading.
(d) Errors.
1. When should oral errors be corrected?
2. How to correct written errors.
(e) Punctuation.
1. What marks of punctuation should be emphasized?
(f) Use of the Dictionary.
1. When to begin.
(g) Drill on Language Forms.
1. Apply the laws of habit formation,
(h) Oral Language.
1. Encourage long answers.
2. Correct the points already studied when pupil has completed
what he has to say. Exceptions,
(i) Written Language Work.
1. Marginal corrections.
2. Corrections should be made by the pupils individually.
3. Have some composition read to the class.
10:40-10:50. Recess.
10:50-11:25. Model Lesson in Language.
I. Picture Study.
(a) What is the Purpose of Picture Study?
1. To learn to read the painted picture as we read print.
2. To translate the language of the picture into words so we
may talk to our friends about it.
3. To enjoy the emotional appeal.
(b) Use the Angelus or the Gleaners or the Departure.
1. Develop the story of the picture and have teachers repro-duce
it in writing, using the Perry pictures for illustra-tions.
Part HI—
5
70 Teacher-Training
11:25-12:00. Model Lesson in Reading. Baker and Carpenter, IV, page 254.
"The Heritage."
(a) Is it what a man has or what he does that makes him valuable?
(b) Outline:
1. Handicap of rich man—stanzas 1-2.
2. Advantage of poor man—stanzas 3-4.
3. How to turn each to use—stanzas 5-6.
(c) Compare with the Miller of the Dee and the Village Blacksmith.
(d) What wins for a man the strongest approval of his fellows? Is
labor honorable? Does the consciousness of a job well done bring
any consolation when the sun goes down?
12:00-1:30. Noon Recess.
FIRST WEEK
Tuesday—Afternoon Session
General Session
1:30- 2:15. Spelling. Charters', chapter I.
I. Subject Matter.
(a) Function of Spelling.
1. What is meant by function?
2. The reason for learning to spell.
3. The penalty for poor spelling.
(b) Standard of Good Spelling.
1. The value of oral spelling.
2. The real test.
(c) Structure.
1. To what extent should rules for spelling be emphasized?
2. Shall we support the Simplified Spelling Board?
(d) Course of Study.
1. What words should be studied in the spelling lesson?
2. Discuss the three sources of material (p. 7).
3. Where spelling should begin.
a. Should formal spelling (from memory) be taught below
the third grade?
b. What should be the course of study in spelling for the
first and second grades?
II. How to Secure Interest in Spelling.
(a) Motivation.
1. Immediate interest.
2. Mediate interest.
a. Appeal to generic values.
b. Appeal to specific need.
(b) Correlation.
1. Discuss the value of incidental spelling.
2. Shall we give the formal lesson in spelling?
3. Discuss Cornman's Study in Spelling.
3:30- 4:00. Course of Study. See page 5.
Teacher-Training 71
Primary Section
2:15- 2:55. Spelling in the Primary Grade.
See "How to Teach Spelling."
2:55- 3:30. Model Lesson in Spelling.
Intermediate Section
2:15- 2:55. Spelling in the Intermediate Grades. Charters', chapter I.
I. (a) Types of Imagery.
1. The eye, the ear, and the hand.
2. Should the teacher use one or all these types?
3. Discuss written and oral spelling,
(b) Laws of Habit Formation.
1. "Spelling is a habit," says some one. Is this true?
2. How habits are formed.
a. Focalization of attention.
b. Conscious attentive repetition.
c. Automatic control.
3. Discuss each of these laws as applied to spelling.
4. When and where should diacritical marks be taught?
5. The value of the "Black List."
II. Class Mechanics.
(a) Position of class during the recitation.
(b) Position of pupil reciting.
(c) Spelling by syllables.
(d) Use of "head marks," etc.
(e) How shall the written test be given?
(f) Value of spelling matches.
2:55-3:30. Model Lesson in Spelling.
See "How to Teach Spelling."
FIRST WEEK
Wednesday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Penmanship. Charters', chapter II.
I. Subject Matter.
(a) The Function of Writing.
1. The desire to communicate.
(b) Standards.
1. The three essentials.
2. The value of two standards.
3. The Thorndike Standards.
a. Collect specimens and grade according to these stand-ards.
,
Y2 Teacher-Training
(c) Structure.
1. Discuss vertical, medial, and slant writing. Upon what does
each depend?
2. Movement.
a. The value of muscular movement.
b. What movement should be used in the first and second
grades?
(d) The Course of Study.
1. When should a child begin to write?
2. What use should be made of the copy book?
3. Study the special needs of the children.
Primary Section
10:00-10:40. Discuss writing in the primary grade, and give model lesson.
10:40-10:50. Recess.
10:50-11:25. Phonics.
1. Ear training. Use drills in How to Teach Reading, pages 17-31.
2. Eye training. Read and discuss with teachers the directions for writ-ing
and seat work in How to Teach Reading, pages 18-31.
11:25-12:00. Model Lesson in Language.
1. Suggest topics for conversation in First Grade Language Work, and
show how to develop orderly thinking and effective expression.
2. Use the story of the "Little Red Hen"' and outline a language lesson
in reproduction and dramatization.
12:00- 1:30. Noon Recess.
Intermediate Section
10:00-10:40. Charters', chapter II.
I. How to Get Interest in Writing.
(a) Motivation.
1. Immediate interest.
2. Mediate interest.
a. Generic values.
b. Specific needs.
3. Use Thornlike's Tests to secure interest.
4. Illustrate penalty for poor writing.
5. The writing "hospital."
(b) How to Study Writing.
1. The laws of habit formation.
a. Clear mental picture of letter form.
b. Short exercises to secure attentive repetition.
c. Repeat until movement is automatic.
(c) Class Mechanics.
1. Simple and clear.
2. Value of counting while practicing forms.
(Note.—Conductor should give drills in muscular movement.)
Teacher-Training 73
10:40-10:50. Recess.
10:50-11:25. Model Lesson in Reading.
Baker and Carpenter, IV, page 318, "Mr. Seguin's Goat."
(a) Was this really a foolish goat?
(b) Outline:
1. Why was Mr. Seguin afraid that this goat would follow the other
goats to the mountain?
2. Why did the sight of the mountain so completely change the
little goat?
3. Did the life on the mountain come up to expectations?
4. Why did not the goat return at the last call home and when
night came?
(c) Is there anything funny in the story? What is the best part of the
story? Did you notice any fine selection of words? Any delicate
shades of meaning and unexpected turns?
(d) Sum up all the evidence in the story that caused you to say that the
goat was foolish. That he was wise. Could there be any progress
in the world if some did not seek the mountain? Would tbere be
any stability if others did not stay at home?
11:25-12:00. Language. Story Telling.
Get the teachers to make a minute talk each. Let them tell a story, give some
news item, or tell a bit of experience. Ask them, on the day before, to
come to class with an outline. Let them hold outline in hand while they
talk. In this way illustrate the use that might be made of the papers and
magazines. See Course of Study, page 28.
12:00- 1:30. Noon Recess.
FIRST WEEK
Wednesday—Afternoon Session
General Session
1:30- 2:15. Geography. Charters', chapter IX.
I. Subject Matter.
(a) Function.
1. Study of the earth as the home of man.
2. Place geography.
3. Rational geography.
(Note.—Read Dodge's "The Teaching of Geography," pages
7-12.)
(b) Course of Study.
1. How closely should the teacher follow the text? Explain
and illustrate.
(c) Standards.
1. When does a pupil know his geography well?
74 Teacher-Tkaining
(d) Home Geography.
1. Study the list of principles on page 223. Read chapter 3,
Dodge's "The Teaching of Geography."
II. How to Teach Geography.
(a) Motivation.
1. Immediate interest.
2. Mediate interest.
a. Generic values,
h. Specific needs.
3. Some suggestions for creating interest in geography.
a. Appeal to romance.
b. Practical appeal.
c. Exciting the curiosity of the pupils.
(b) Correlation.
1. All subjects.
III. How to Study Geography.
(a) Drill.
1. Discuss the essentials to be memorized.
2. Would you have children memorize the capitals of the
states?
(b) Aids.
1. The imagination.
2. Pictures.
3. Maps and globes.
4. Type and studies.
(c) Rational Geography.
1. Discuss deduction. Illustrate.
(d) Class Mechanics.
1. Maps, sand table, globes, etc.
2. Scrapbooks.
3. Use of outlines.
4. Geography matches.
5. Field trips.
3:30- 4:00. Course of Study. See page 5.
Primary Section
2:15- 2:55. Geography.
See Course of Study for grades 1-3.
2:55- 3:30. Model Lesson in Spelling for Second Year.
See "How to Teach Spelling."
Intermediate Section
2:15- 2:55. Model Lesson in Geography.
See Course of Study, pages 52' and 53.
2:55- 3:30. Model Lesson in Spelling for Fifth Year.
See "How to Teach Spelling,"
Teacher-Tkaining 75
FIRST WEEK
Thursday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. History. Charters', chapter X.
I. Subject Matter.
(a) Function.
1. To furnish a record of the progress of civilization.
a. Cultural.
b. Practical.
2. To develop patriotism.
(b) The Course of Study.
1. Discuss the Report of the Committee of Seven and the criti-cisms
which follow in the text. Compare with the Course
of Study in History adopted for use in the public schools
of the State.
(c) Standai'ds.
1. How much history should a graduate from the common
schools know?
II. Motive for Study.
(a) Interest.
1. Is there such a thing as immediate interest in history in
the grades? Why?
2. Mediate interest.
a. Adventure and biography.
b. Special days.
c. Local history.
(b) Correlation.
1. With drawing.
2. With reading and literature.
3. With geography.
Primary Section
10:00-10:40. Hifitory in the Primary Grades.
See Course of Study, pages 121-129.
10:40-10:50. Recess.
10:50-11:25. Phonics.
1. Ear training. Use drills found in How to Teach Reading, pages 31'
34, 36.
2. Eye training. How to Teach Reading, pages 31-32.
11:25-12:00. Second Grade Language. Using the story of "The Wolf and
the Fox," Graded Classics, Book I, outline a model lesson
in reproduction suitable for second-year language work.
Require teachers to bring to class the following day
similar outlines.
12:00- 1:30. Noon Recess.
76 Teacher-Training
Intermediate Section
10:00-10:40.
I. Methods of Study in History. Charters' chapter X.
(a) Problems.
1. Cause and effect (in the sixth and seventh grades).
2. Dates. What dates should be required?
(b) Assignment and Drills.
1. Current events.
II. Class Mechanics.
(a) The History Notebook.
1. Discuss this thoroughly. Do you agree with the author?
Why?
(b) Written work.
1. How much written work should be required?
III. Read and Discuss with Teachers "Course of Study," pages 130-136.
10:40-10:50. Recess.
10:50-11:25. Baker and Carpenter, V, page 403, "Old Ironsides."
(a) If you had been in Congress would you have voted to dismantle the
"Constitution"?
(b) Outline.
1. History of boat.
2. Regret that fighting days are past.
3. Plea for mercy on account of glorious record.
(c) What was its war record?
(d) What was the effect of the appeal?
11:25-12:00. Language. Letter Writing, Hyde I, pages 38-39, 215.
Study the parts of a letter. How to address envelope. Consider the proper
position of the saluatioo and its punctuation. Let teachers write a letter
home telling of the experiences at this meeting. Let them write to the
President of the University for a catalogue, or to Alfred Williams & Co. for
a book. Have some of the best ones posted or read to class.
12:00- 1:30. Noon Recess.
FIRST WEEK
Thursday—Afternoon Session
General Session
1:30-2:15. Drawing. Charters', chapter VI.
I. Subject Matter.
(a) Function of Drawing.
1. Compare with language. Illustrate.
2. A vehicle of expression.
3. Means of gaining experience.
4. Drawing more universal than language.
5. The outcome of drawing should be a greater love of good
pictures.
Teacher-Training 77
(b) Standards.
1. To discover accurately the ideas of others.
2. To give effective expression to ideas.
(c) Structure.
1. Representation. (Compare with Language forms.)
2. Design. (Compare with Language forms.)
3. The tools—tone, color, form.
(d) Materials.
1. Paper, pencil, etc.
(e) Course of Study.
1. Discuss both orders.
2. Interesting subjects.
a. Illustrations.
b. Note subjects on page 155.
(f) Technique by Grades.
1. Discuss the six points listed on pages 156-157.
2. The use of drawing books.
3:30- 4:00. Course of Study. See page 5.
Primary Section
2:15- 2:55. Model Lesson in Drawing for Primary Grades.
See Course of Study, pages 149-150.
2': 55- 3:30. Model Lesson in Spelling for Third Year.
See "How to Teach Spelling."
Intermediate Section
2:15- 2:55. Drawing. Charters', chapter VI.
I. Methods of Teaching Drawing.
(a) Motivation.
1. Immediate interest.
a. What per cent of children "naturally" like to draw?
2. Mediate interest.
a. Generic values.
b. Specific needs.
(b) How to correct mistakes.
(c) Drill.
1. Apply the laws of habit formation.
II. Study of Appreciation.
(a) Some Methods of Teaching Appreciation.
1. Choose pictures carefully.
2:55-3:30 Model Lesson in Spelling for Sixth Year.
See "How to Teach Spelling."
78 Teacher-Training
riRST WEEK
Friday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Arithmetic. Charters', chapter XII.
I. Subject Matter.
(a) Function.
1. Compare with other subjects.
2. To enable pupils to handle numbers accurately.
(b) The Course of Study.
1. Teach a few simple facts. Why?
2. Content.
a. Discuss thoroughly the topics given by Smith on pages
275-277. Should others be added? Should any listed
here be omitted?
3. When to teach arithmetic.
a. Thorough discussion of this topic is necessary here.
(c) Standards.
1. Speed and accuracy. Use Courtis Tests. (Write S. A.
Courtis, 441 John R. Street, Detroit, Mich.)
Primary Section
10:00-10:40. Model Lesson in Primary Number Work.
See Course of Study, pages 90-94.
10:40-10:50. Recess.
10:50-11:25. Model Lesson in Reading. Howell's First Reader, pages 68-69,
"The Greedy Dog."
(a) Assignment.
1. Questions to arouse interest of children in dogs. Call up re-lated
experiences. Suggest a specific purpose for reading the
story.
2. Drill on any difficult words.
(b) The Recitation.
1. Ask a question to determine whether or not the children have
read the story. This question should concern the specific pur-pose
suggested in the assignment
2. Review difficult words.
3. Develop the story in parts (paragraphs), having each part read
as developed.
4. Compare this story with story on page 58; also with children's
past experiences.
5. Why did the dog lose his piece of meat?
Or
Graded Classics First Reader, "How Bees Pay Toll."
Teacher-Training 79
(a) Assignment.
1. Ask questions about bees to call up past related experiences of
children. Arouse interest in the story by giving the children
something definite to look for in the story.
. 2. Word drill. Write difficult words on the board. Drill on pro-nunciation.
Develop meaning of "toll," "pay," "thistle,"
"bloom."
(b) The Recitation.
1. How does the bee pay toll?
2. Review word drill. Let children find these words in the book.
3. Develop the story, a paragraph at a time, reading each para-graph
when developed.
4. Let two children, taking the parts of Charlie and his father,
read the entire story at the end of the recitation.
5. Of what story does this remind you? Why does the flower have
honey in it? Why do the flowers have such bright colors?
11: 26-12: 00. Model Lesson in Language. Using a poem suitable to second
grade, show how to teach children to memorize a poem.
12:00- 1:30. Noon recess.
Intermediate Section
10:00-10:40. Arithmetic. Charters', chapter XII (continued).
I. Motivation.
(a) Immediate Interest.
1. Many children like arithmetic. Why?
2. Some children do not like arithmetic. Why?
(b) Mediate Interest.
1. Generic values.
2. Specific needs.
a. Handicraft.
b. Plays and games.
c. Practical problems.
II. The Study of Arithmetic.
(a) Teaching the Processes.
1. Learning to think by symbols.
a. The use of objects.
2. If not too difficult, the reason for the process should be
given.
3. Use the inductive method as much as possible.
(b) Drill.
1. Apply the laws of habit formation.
2. Use of mental arithmetic.
3. The Courtis Tests.
(c) Application.
1. What problems might be omitted from the text-book?
2. The use of practical problems of everyday life.
80 Teacher-Training
III. Class Mechanics.
(a) The use of the tables.
(b) Assignments.
1. New operations should be developed by the teacher.
(c) Examinations.
(d) Answers.
(e) Neatness.
1. Should teacher allow children to use scratch paper in work-ing
problems?
2. What should be the standard?
10:40-10.-50. Recess.
10:50:11:25. Language. Reproduction.
Let the best storyteller in the class tell the story of "The Vain Jackdaw."
Hyde I, page 89. Then outline the story on the board. Then ask some of
the others to tell it from the outline. A new story would be better if one
is at hand. After it has been told two or three times, let all write it from
the outline.
11:25-12:00. Lesson in History. How to conduct a review of the first
month's work. Course of Study, page 134.
12:00- 1:30. Noon Recess.
FIRST WEEK
Friday—Afternoon Session
General Session
1:30- 2:15. Handicrafts. Charters', chapter VIII.
I. Subject Matter.
(a) Point of View.
1. Recent appreciation of the construction instinct.
2. The results so far obtained.
(b) Handicrafts.
1. What it includes.
(c) Function.
1. Training the muscles.
2. Basis for concrete thinking.
3. Introduction to the industries.
(d) Course of Study.
1. Discuss the Russian system.
2. The psychological method.
3. Success depends upon the teacher.
4. The curriculum for the grades.
a. Primitive industries, the home, food, clothing, etc., in
grades 1-3.
b. Illustrative work in grades 4-5.
c. Sewing and cooking, carpentry in grades 6-7.
3:30- 4:00. Course of Study. See page 5.
Teacher-Training 81
Primary Section
2:15- 2:55. Handicrafts. Model Lesson. Correlate with Language Lesson.
2:55- 3:30. Model Lesson in Drawing for Primary Grades. See Course of
Study, pages 149-150.
Intermediate Section
2:15- 2:55.
L Carpentry. Charters', chapter VIII.
(a) Equipment.
1. Make a list of equipment on page 191.
(b) Problems.
1. Interest.
2. Not too difficult.
3. Things to make.
a. Play apparatus.
b. Toys.
c. Useful articles for home.
d. Useful work around school building.
(c) Processes.
1. Teachers should teach processes as needed.
2. The development method should be used.
II. Sewing.
(a) Equipment.
1. Make a list of necessary equipment.
(b) Problems.
1. Interest.
2. Not too difficult.
3. Make useful articles.
(c) Processes.
1. Use of needle.
2. Stitching.
3. Cutting.
4. Pattern-making, etc.
5. Things to remember.
a. Much home work for which credit should be given.
b. Get acquainted with great industries.
6. Should girls be taught carpentry and boys sewing? If so,
to what extent? Why?
III. Cooking.
(a) Discuss the Organization of Domestic Science Clubs.
1. What has been done in North Carolina? (Write L. C. Brog-den,
Raleigh, N. C.)
2. The school luncheon.
a. Read carefully pages 199 and 200.
(b) Discuss carefully pages 202-215 for detailed directions for hand-work
in the grades.
2:55- 3:30. Model Lesson in GeograpJip. Use outline found on page 71
of the Course of Study, together with the text found on page
89 of Dodge's Comparative Geography.
82 Teacher-Training
SECOND WEEK
Monday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Interest.
1. Interest defined.
2. Kinds of interest.
a. Immediate.
b. Mediate.
3. Interest as means and end.
4. Interest versus effort.
5. How to arouse interest and effort.
a. Method must be adjusted to capabilities of pupil.
b. Stages of child development must be kept in mind (presentative,
representative, and reasoning).
c. Illustrations from history and geography.
6. The new point of view. Novelty is essential. Review and drill
differentiated and illustrated.
7. The teacher's attitude toward the subject.
8. Motivation—illustrations.
Primary Section
10:00-10:40. Reading. Using the story of "The Anxious Leaf," apply the
principles brought out in the discussion of interest. The
following suggestive outlines may be helpful:
For the second grade, "The Anxious Leaf."
(a) Assignment.
1. Questions to arouse interest in the story should be asked. The
following are suggestive.
a. Why do trees have leaves?
b. Why are they green in spring and summer? Why do they
change color in the fall?
c. What becomes of the leaves when summer is ended?
d. Did you ever hear the leaves talking with the wind?
e. Would you like to know what the wind is saying to the
leaves?
Read the lesson for tomorrow and you will learn why the
leaves turn red in the fall and what the wind is saying to
the leaves. In order to read the story you must learn the
new words.
(b) Drill on new difficult words.
1. Anxious, sighing, twig, meant. Illustrate meaning of words by
calling up experiences in which the new word may be substi-tuted
for the word already known.
(c) The Recitation.
1. The approach.
a. What did the wind say to the leaf?
b. What did the tree say to the leaf?
c. Why do leaves turn red in the fall?
Teacher-Training 83
2. Review difficult words, calling upon the children to find the
words in the book. Let children point out any other words
that may seem hard to them.
3. Ask a question ahout the first paragraph that will bring out the
topic.
4. Call on some pupil to read the paragraph. Proceed in like man-ner
with the remaining paragraphs. Apply standards already
discussed for efficiency in oral reading.
5. Let children compare this story with some story previously
read, or with some experience from everyday life.
6. Let children draw their own conclusions, but questions like the
following might be helpful to them in their generalizing: Why
did the leaf sigh? How did it grow bright and beautiful? etc.
7. The children will make their own general application, but it
would be helpful to suggest that the child who reads or tells
the story best may call it his story, and then he should be
allowed to read or tell his story on some special occasion.
Furthermore, children should be allowed to bring colored
leaves to school for the drawing lesson. This will help to fix
the story permanently in their minds.
10:40-10:50. Recess.
10:50-11:25. Language. Third Grade.
Copying and dictation. Use the story of the "Lion and the
Mouse."
11:25-12:00 Phonics. How to Teach Reading.
1. Ear Training. Use pages 39, 40, and 42.
2. Eye Training. Use pages 33-35.
12:00- 1:30. Noon Recess.
Intermediate Section
10:00-10:40. Grammar. Charters', chapter IV.
I. Subject Matter.
(a) Function.
1. Difference between language and grammar.
2. Why we study grammar.
(b) Standards.
1. The scientific standard.
2. The artistic standard. Which shall obtain?
(c) Structure.
1. Make classification for parsing all the parts of speech.
(Consult Robbins and Row, Book XL)
2. The value of analysis and parsing.
3. Is diagraming worth while?
(d) Course of Study.
1. When should the study of formal grammar begin? Shall
we teach the Robbins and Row Grammar page after page,
or shall we alternate grammar and composition?
2. What should determine the amount of grammar to be
taught ?
84 Teacher-Training
II. How to Secure Interest in Grammar.
(a) Motivation.
1. Immediate interest.
2. Mediate interest.
a. General values.
b. Specific needs.
3. How to create a feeling of need.
a. Pretend not to understand.
b. List of common errors.
c. Team work in school.
(b) Correlation.
III. Learning Grammar.
(a) The Telling Process.
(b) The Inductive Method.
1. Give the three steps.
(c) Drill.
1. Shall we require definitions to be memorized?
2. Apply the laws of habit formation.
3. Apply the rules when learned.
4. Make up some lesson outlines from Robbins and Row's
Grammar.
IV. Class Mechanics.
(a) Devices.
(b) Assignments.
(c) How to Study.
10:40-10:5-0. Recess.
10:50-11:25. Model Lesson in Grammar. Essential Studies in English,
pages 60-61.
In presenting this lesson, try to bring out the essential prin-ciples
studied at the previous period and apply the princi-ples
of Interest discussed at the morning General Session.
11:25-12:00. Model Lesson in History. Our Republic, chapter XX, pages
206-210.
Suggestive Outline.
(a) Assignment.
1. Review previous chapter briefly.
2. Refer to section 261, page 184.
3. What was the form of the government during the Revolution?
Why would not this same form of government serve the people
in time of peace?
4. Some one has said that Public Lands have always been a source
of danger to any government. Find out what elements of
danger, if any, are to be found in sections 296-297.
5. The young republic was weak. Find out how the stronger
nations took advantage of this weakness.
6. Discuss the attempts to relieve the financial distress at home.
(b) The Recitation.
1. Divide the class into two groups, and state questions for discus-sion
affirmatively and negatively.
Teacher-Training 85
2. The argument should be summed up by the teacher.
3. Use maps. Let pupils bring to class other texts in history and
any reference books available.
12:00- 1:30. Noon Recess.
SECOND WEEK
Monday—Aftenioou Session
General Session
1:30- 2:15. Physiology and Hygiene. Charters', chapter XIII.
(a) What is to be Taught.
1. Anatomy.
2. Physiology.
3. Hygiene.
(b) Function.
1. How to care for the body.
(c) Bacteriology.
1. Use the Health Bulletin.
(d) Sanitation.
1. How may this subject be made practical in rural schools?
(e) Physical Exercise.
1. Discuss the various applications of the principles of physiology.
(f) Method of Teaching.
1. Use text-books, bulletins, etc.
2. Use practical questions.
(g) Drill.
1. Apply the laws of habit formation.
2. Importance of clearness. Illustration.
3:30- 4:00. Course of Study. See page 5.
Primary Section
2:15- 2:55. Drawing.
2:55- 3:30. Handicraft Work for Primary Grades.
Note.—It is suggested that the primary conductor work out with the
teachers some illustrations of the stories suggested for use in the language
work of the Institute.
Intermediate Section
2:15- 2:55. Model Lesson in Arithmetic. Course of Study, pages 107-110.
After developing the process selected by the Conductor for use in Institute,
then make the application by using practical problems. Require teachers
to bring to class the following day at least three practical problems each,
and these should be taken up and discussed.
2:55- 3:30. Model Lesson in Geography.
Following the lesson outline for the Study of North America in the Course of
Study, present a lesson in the continental study of Europe.
Part III—
6
86 Teacher-Training
SECOND WEEK
Tuesday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Attention.
1. Attention defined.
2. Kinds of attention.
a. Voluntary or active. Illustrate.
b. Involuntary or passive. Illustrate.
c. Secondary passive. Illustrate.
3. How to secure attention.
a. Remove obtacles.
b. Good physical situation.
c. Appeal to interest.
d. Use of eye and voice in securing attention.
4. Attention as related to interest.
Primary Section
10:00-10:40. Reading. Third Grade. "Androclus and the

PART III.
KEPORT OF STATE INSPECTOR OF PUBLIC HIGH SCHOOLS, 1914-'15.
REPORT OF STATE INSPECTOR OF PUBLIC HIGH SCHOOLS, 1915-'16.
REPORT OF SUPERVISOR OF TEACHER-TRAINING.
REPORT OF STATE AGENT RURAL SCHOOLS.
REPORT OF STATE AGENT RURAL SCHOOLS.
REPORT OF COLORED NORMAL SCHOOLS, 1914-'15, AND 1915.'16.
CIRCULAR LETTERS OF STATE SUPERINTENDENT.
SUGGESTED RULES AND REGULATIONS FOR THE GOVERNMENT OF
PUBLIC SCHOOLS.
REPORT OF THE STATE INSPECTOR OF PUBLIC
HIGH SCHOOLS, 1914-1915
PART ONE—RURAL PUBLIC HIGH SCHOOLS
SUarMARl OF THE TEAR'S PKOGKESS*
JTuiuber, Classification, and Distribution of Schools.—During the scholastic
year covered by this report, 1914-1915, the number of public high schools in
operation increased over the preceding year from 212 to 214. Three schools
were discontinued and five new schools were established, making a net gain of
two in the number in operation. The number of schools reporting four-year
courses increased from 61 to 89; the number reporting three-year courses
increased from 74 to 87; and the number reporting two-year courses de-creased
from 77 to 38. There are now only five counties in which no public
high schools are in operation, namely, Chowan, New Hanover, Pasquotank,
Perquimans, and Watauga.
Enrollment and Attendance.—The enrollment this year increased from
8,316 to 8,986, and the average daily attendance from 6,307 to 6,773. The
increase in enrollment over the preceding year was 670, or 8 per cent, and
the increase in daily attendance was 466, or 7.4 per cent. The number of
students enrolled from outside the local districts increased from 2,474 to
2,561; and the number of boarding students enrolled increased from 1,646
to 1,680.
Teaching Force.—The number of teachers employed increased from 406 to
434, and, as has been the case for the past several years, there was urgent
need for more assistant teachers in many of the more prosperous schools.
In too many cases inadequate funds made it impossible to meet this need.
Receipts and Expenditures.—The total receipts this year increased from
$238,162.30 to $261,211.32, and the total expenditures increased from $220,-
812.99 to $247,253.59, making a net increase of $23,049.02 in receipts and
$26,440.60 in expenditures.
The average salary paid the high school principal was increased from
$801.04 to $837.44. There were 50 principals who received $1,000 or more.
The number who received less than $500 was reduced from ten to five. The
total expenditures for principals' salaries increased from $167,793.27 to
$177,880.84. The amount expended for the salaries of assistant teachers was
increased from $43,329.70 to $56,653.75.
The average amount expended per student enrolled was $27.52; the average
cost per student in daily attendance was $36.51.
length of Term.—The average length of term per school was 31.43 weeks
as'against 31.8 weeks for the preceding year. Or, taking the teacher as the
unit and not the school, the average length of term was 31.65. There were
18 schools having a term of 36 weeks, and none having a term of less than 28
weeks, the minimum term allowed under the law.
*This part of the report pertains only to the Rural Public High Schools. For a report of
the City and Town High Schools, see Part Two of this report.
4 Public High Schools, 1914-1915
Buildings and Equipnient.—During the past few years considerable prog-ress
lias been made in constructing new buildings better adapted to high
school needs, in providing dormitory facilities, and in improving in other
ways the general environment and equipment. The principals of 181 schools
reported for the year covered by this report buildings (not including dormi-tories
and apparatus) to be worth $1,093,430; 26 of these reported dormi-tories
owned by the schools costing $115,950. The number of volumes of
fiction and reference books was reported by 156 schools to be 25,744; and 21
schools reported scientific apparatus worth $5,596. As will be seen from the
foregoing figures, many schools made no report of these items, although all
were asked to report them.
NEW BUILDINGS ERECTED OR IN PROCESS OF CONSTRUCTION
County High School
Bertie Aulander $ 28,000 (Farm-life School)
Caldwell Oak Hill 5,000
Currituck Poplar Branch 3 , 000
Dare Manteo 6 , 500
Guilford Jamestown 25 , 000 (Farm-life School)
Harnett Lillington 30,000 (Farm-life School)
Macon lotla 4,500
Mecklenburg Pineville 23,000 (Farm-life School)
Nash Red Oak 20,000
Wake Holly Springs 10,000
The schools reporting additions, new dormitories, enlargements, etc., are as
follows:
Alamance Hawfields $ (Additions)
Ashe Helton 600 (Additions)
Bladen Abbottsburg (Additions)
Brunswick Southport 1 , 500 (Additions)
Catawba St. James 2 , 000 (Improvements)
Startown 3,000 (Land and Dormitory)
Duplin Teacheys 1 ,000 (Improvements)
Durham Lowe's Grove 2,000 (Improvements)
Granville Stem 250 (Additions)
Guilford Monticello 2,000 (Dormitory)
Pleasant Garden 9 , 200 (Dormitory)
Iredell Harmony 2 , 500 (Dormitory)
Stanly New London 500 (Improvements)
Wake Gary 3 , 300 (Improvements)
Wakelon 2,300 (Land)
Wilson Lucama 1 , 800 (Improvements)
Rock Ridge 4,000 (Improvements)
Yancey Bald Creek 1 , 400 (Improvements)
Several other schools voted bonds for new buildings, as follows:
Avery Elk Park $ 8,000
Beaufort Aurora 10 , 000
Gaston Cherryville 20,000
Orange Chapel Hill 35,000
Warren Macon 10, 000
Public High Schools, 1915-1916
RECENT CHANGES IN THE PUBLIC HIGH SCHOOL LAW AND THE NEW
PLAN OF APPOBTIONING THE HIGH SCHOOL FUND
The General Assembly of 1915 made several important changes in the pub-lic
high school law. Among the more important changes the following may-be
mentioned
:
Maxiinum aiul 31iuiiiuim Apportioiiineiits and the Bases on Which Appor-tionments
are Made.—The minimum apportionment allowed was reduced from
$250 to $200, and the maximum apportionment allowed was increased from
$500 to $600. The State appropriation for high schools will hereafter be
distributed on the basis of attendance, number of full-time teachers, and
grade and character of work done. A school meeting only the minimum re-quirements
hereafter will receive, therefore, from the State only $200; and a
school that measures up to good standards, maintains a good attendance, has
a good building and sufficient equipment and teachers, and has the standard
term of nine months, may receive as much as $600 from the State fund. This
provision encourages schools to put forth greater efforts to increase their
attendance, to erect good buildings and equip them properly, to organize their
work according to proper standards, and to lengthen their terms, by pro-viding
more liberal State aid for those that do these things.
County Apportionments.—Heretofore the apportionments made by the coun-ties
to the public high schools have been made under the requirements of
the State Board of Education, and not under specific requirements of the law.
Hereafter, by statutory requirement, the county must make out of the gen-eral
county school fund to each of its public high schools receiving State aid
an apportionment at least equal to the apportionment made by the State;
and it may make a larger apportionment if the county board deems it neces-sary
and wise to do so, but by doing this the county's demands upon the State
equalizing fund cannot be increased.
Provisions Facilitating Administration.—There are some provisions of a
minor nature that will make the administration of the high school law a
little less cumbersome. In the first place, the board of trustees of a char-tered
school that receives State aid for high school instruction is to serve
as high school committee also, and the treasurer of such school may, in the
discretion of the State Board of Education, serve as treasurer of the high
school fund, but he shall receive no commission for disbursing the high
school funds apportioned by the county and State.
Attendance.—Hereafter a high school must make an average daily attend-ance
of at least twenty pupils for the entire term, instead of ten as hereto-fore,
in order to be entitled to an apportionment. This provision will cause
some of the schools that have been suffering from dry rot to increase their
attendance or die. There are perhaps 15 or 20 schools over the State now
receiving high school apportionments that will have to be discontinued under
this provision, and yet there is not one of them but can survive if properly
managed.
In accordance with the foregoing provisions, new regulations were adopted
governing the distribution of the State appropriation for high schools. These
Part III—
1
6 Public High Schools, 1915-1916
regulations under which apportionments will hereafter be made are set forth
in the following letter which was sent out under date of June 29th to all the
high schools receiving State aid:
To THE County Sxtperintendext of Schools: As you are aware, the Legis-lature
of 1915 made several importaiit changes in the Public High School
Law. The principal changes made are indicated below. At this time I wish
to call your attention to the new requirements and to suggest that you and
your county board of education, at your next meeting on the first Monday in
July, take up the matter of high school funds and agree upon your appor-tionments
in accordance with the new requirements.
In the first place, you will note that the law now requires the State appro-priation
for public high schools to be apportioned, not on a single basis as
heretofore, but on a triple basis: (1) attendance, (2) number of full-time
teachers in the high school department, (3) grade and character of work
done.
Heretofore the average daily attendance required for the term has been
ten students; hereafter the number required is to be twenty students. You
will also note that the amended law requires the county board of education
to apportion out of the general county fund at least as much to each of the
high schools as the State apportions. The Legislature of 1915 made no in-crease
in the appropriation for public high schools and we shall not be able
this year to establish any new high schools or to make a complete readjust-ment
of the apportionments, as set forth in the plan outlined below, nor
shall we be able to allow the maximum apportionment of $600 to any high
school for the present. It will be our purpose to let the apportionments
stand as made last year in every case where it is feasible to do so, though
of course many changes will be necessary under the amended law. The only
fund we shall have to reapportion, therefore, will be the small amounts that
will revert to the treasury for redistribution in the case of schools whose
apportionments are reduced or withdrawn altogether.
PUui of Apportioning the High School Fund.—Under the new plan of
making the, apportionments to public high schools the appropriation will be
divided into three parts, roughly as follows: I Division, $45,000; II Division,
$20,000; III Division, $10,000.
I Division, $^'io,000.-—The first division will be divided on the basis of
schools accepted. Each school will receive from this division the minimum
apportionment of $200. Any additional amount that may be apportioned
from the second and third divisions of the fund will be conditioned upon:
(1) the average daily attendance in excess of the minimum number required
(20); (2) the number of full-time high school teachers; (3) the standards
and grade of work done as explained below. The school that merely meets
the minimum requirements of the law as to attendance, length of term, etc.,
will be eligible to receive an apportionment from the State high school fund
of only $200.
II Division, $20,000.—Those schools that merely meet the minimum
requirements of the law will not be eligible to receive any part of the second
division of the fund. This division will be distributed among those schools
maintaining an average daily attendance considerably in excess of the mini-mum
average required, and employing a sufficient number of teachers, and
having a reasonable patronage from outside the local school district.
/// Division. $10,000.—This division of the fund will be apportioned only on
the basis of grade and character of work done. Not a large number of schools
can share in this division. In apportioning this division of the fund the
object will be to encourage the development of standard high school work.
The questions that will enter into consideration will be:
(1) Number of years in course offered.
(2) Number of teachers and their qualifications.
(3) Length of school year.
(4) Length and number of recitation periods.
(5) Character of the building and equipment.
(6) Requirements for graduation.
Public High Schools, 1915-1916 7
(7) The general efficiency of the organization, administration and
instruction.
(8) Scope of patronage.
Apportionments to be viacle in July.—Under the new plan of apportioning
the high school fund the apportionments will be made in July, and before
an apportionment to any school can be finally adjusted the following require-ments
must be met: (1) the principal's final report must be in hand; (2)
the treasurer's report of the high school fund must be in hand; (3) a
budget for the succeeding year must be submitted, showing the number of
high school teachers, their salary, prospective number of high school
students, and the school's facilities and equipment for meeting the demands
for high school instruction. (Blank form for this budget accompanies this
letter. This should be filled out and returned to the State Superintendent
the first Monday in July.
)
Schools that last year made an average attendance of ten or more students,
but less than twenty, and give promise of making twenty or more next year,
may be continued bj^ the State Board of Education, if in the discretion of
the County Board of Education it is wise to continue them; but such schools
will not be entitled to a State apportionment for 1915-1916 unless they make
the required attendance of twenty during the first two months of the fall
term.
Please go over these matters very carefully with the County Board of
Education at your meeting next Monday and see that the treasurer's report
of the high school fund and the budget are sent in at once.
This plan of apportioning the fund is designed for the purpose of distribu-ting
the fund on a more equitable basis.
The single basis of apportionment heretofore followed placed the small
school in a backward community practically on an equality with the large
school in a more progressive community, and this gave the small school an
unfair advantage in thus allowing it to share so nearly equally in the distri-bution
of the fund. The new plan encourages all alike by furnishing all
schools, large and small, the stimulus of an increased apportionment for in-creased
attendance and increased efficiency.
Some of the small schools have complained that the new plan of appor-tioning
the funds will work a hardship on them, and some of them may have
to be discontinued. It is certainly not the purpose of the new scheme to
work a hardship on any school or to put into effect regulations that will drive
any of them out of business. It is true that fifty of the schools did not last
year make an attendance of twenty, which is required under the amended
law, and these fifty schools are on probation for the first two months of the
fall term. If they make the attendance during that period the minimum
apportionment of $200 will be continued, and there is no reason why every
one of them should" not make it. There are boys and girls of high school age
in abundance in all our country districts, and any school that is really anx-ious
to serve these young men and young women should find no difficulty in
making the required average daily attendance. Those that are content to sit
down and do nothing beyond merely providing for local needs will probably
go to the wall, but no school that is really and earnestly striving to fulfill the
purpose for which it is established need have any fear of failure.
Au Act Autlioriziiig Bonds.—Another recent act of much importance to the
high schools is one authorizing the issuance of bonds for schoolhouses.
Hereafter it will not be necessary for a county, township, town, or high
school district to get special authority from the Legislature before it can
issue bonds for school buildings, since this authority is now granted in a
8 Public High Schools, 1915-1916
general act of State-wide application. It is entitled "An act to permit coun-ties,
toicnsMps, and certain school districts to issue bonds to build school-houses."
This is of especial importance at this time to scores of high schools
of the State.
A large number of public high schools will under this act vote bonds for
new buildings within the next two years. But for the enactment of this law
there would have been introduced some twenty-odd more special bills au-thorizing
bonds for public high school buildings. Should a high school
building be burned, or should a district become suddenly aroused to the
pressing necessity for a new building, steps can be taken at once to provide
the means by a bond issue for a new house without having to wait two years
until the General Assembly meets and then get special authority to proceed.
KEW SCHOOLS ESTABLISHED AND SCHOOLS DISCONTINUED OR
MOVED
New Schools Established for the Year 1914-15:
Avery County Newland
Craven County Thurman
Graham County ' Robbinsville
Mecklenburg County Pineville
Moore County Eureka
(Apportionment transferred from Southern Pines.)
Schools Discontiiiued at Close of Tear 1914-15:
Catawba County St. James
Craven County ." Thurman
Cumberland County Hope Mills
(Apportionment transferred to Eastover.)
Surry County Rockford
New Schools Established for the Tear 1915-16:
Cumberland County Eastover
(Apportionment transferred from Hope Mills.)
MISCELLANEOUS STATISTICS
Boarding Students:
Number of boarding students enrolled 1,680
Boys 771
Girls 909
Outside Students:
Number of students enrolled from outside local district 2,561
Boys 1,334
Girls 1,227
Pupils and Teachers in Elementary Schools:
Pupils enrolled in elementary schools operated in connection with
public high schools *32,654
Number of teachers in elementary schools operated in connection
with public high schools 729
* Several of the High School Principals did not furnish any information as to the number of
pupils enrolled in the elementary school.
Public High Schools, 1915-1916 9
Cost Per High School Student:
Average cost per pupil enrolled $27.52
Average cost per pupil in daily attendance 35.01
rrinoipals' Salaries:
Number of principals receiving $1,000 or more 50
Number of principals receiving $900 or more, but less than $1,000 23
Number of principals receiving $800 or more, but less than $900.. 51
Number of principals receiving $700 or more, but less than $800.. 52
Number of principals receiving $600 or more, but less than $700.. 23
Number of principals receiving $500 or more, but less than $600.. 10
Number of principals receiving less than $500 5
Average salary paid principals (not counting three schools re-ceiving
students on a tuition basis) $837.44
RURAL PUBLIC HIGH SCHOOLS—SUMMARY OF TABLE I
Schools :
Number of schools established 214
Schools reporting four-year courses 89
Schools reporting three-year courses 87
Schools reporting two-year courses 38
Teachers:
Total number of high school teachers 434
Number giving full time to high school instruction 340
Number giving part time to high school instruction 94
Number of male teachers 232
Number of female teachers 202
Number of male principals 201
Number of female principals 13
Enrollment:
Total number of students enrolled 8,988
Boys enrolled 4,326
Girls enrolled 4,660
Number of fourth-year students enrolled 609
Number of third-year students enrolled 1,494
Number of second-year students enrolled 2,631
Number of first-year students enrolled 4,252
Number of students in four-year high schools 4,979
Number of students in three-year high schools 3,015
Number of students in two-year high schools 992
Attendance:
Total average daily attendance 6,773
Average daily attendance, boys 3,135
Average daily attendance, girls 3,638
10 Public High Schools, 1915-1916
EURAL PUBLIC HIGH SCHOOLS—SUMMARY OF TABLE II
(Number of students pursuing the different branches.)
Euglish:
Grammar 4,501
Composition and rhetoric 6,009
Literature 6,333
Mathematics
:
Advanced arithmetic 4,594
Algebra 6,359
Plane geometry 1,425
Solid geometry 386
Trigonometry 4
History
:
English history 3,023
General history 1,818
Ancient history 1,704
American history 1,044
History of North Carolina 344
Foreign Languages
:
Latin 6,462
Greek 3
French 639
German 362
Science:
Physical geography 2,134
Physics 728
Introduction to science 1,835
• Agriculture 714
Botany 349
Physiology 703
Chemistry 147
Sociology 6.
Miscellaneous
:
Commercial geography 169
Drawing 382
Music 22
Singing 752
Civics 241
Spelling 5,688
Domestic science 540
Education 35
Economics 10
Writing 145
Psychology 17
Public High Schools, 1915-1916 11
Comineroial Branches:
Bookkeeping 93
Commercial arithmetic 93
Shorttiand 51
Typewriting 123
RIBAL PUBLIC HIGH SCHOOLS—SUADIARY OF TABLE III
Receipts
:
From local taxation $ 81,267.62
From private donations 8,657.96
From county apportionments 75,348.92
From State appropriation 75,140.00
Balance on hand from last year 17,870.58
Overdrafts paid from local funds 2.926.24
Total receipts $261,211.32
Disbursements
:
For principals' salaries $177,880.84
For salaries of assistant teachers 56,653.75
For fuel, janitors, and incidentals 12,719.00
Total expenditures $247,253.59
*Balance on hand $ 13,957.73
*This is in fact not a true balance, since there were many outstanding vouchers at the time
the reports were rendered.
12 Public High IScmools, 1915-1916
CITY AND TOWN HIGH SCHOOLS
GENERAL COMMENT
City and Town High Schools Not Operated Under Public High School
Law.—We have in North Carolina two systems of public high schools, or
rather, two parts of one system. The city higli school is organized as a part
of the city public school system, which is operated, as a rule, under a special
charter, and is, therefore, independent of the operation of the public high
school law, unless approved as a county high school under section 6 of this
law.* The city school officials are not required by law to make to the State
Superintendent of Public Instruction a separate financial and statistical re-port
of their high school department, and so it is impossible to give in detail
the complete and accurate information regarding the operation of this part
of our public high school system that is given for the rural public high
schools which receive State aid.
New Buildings During Year.—The reports of the superintendents show
that during the past year the towns and cities listed below have erected new
buildings for their high school department, or have voted bonds for new
buildings to be erected. It should be understood that in most cases these
buildings accommodate not only the high school grades but some of the lower
grades as well:
Beaufort New building $18,000
Burlington Bonds 40,000
Concord New building 16.000
Elkin New building 25,000
Greenville Bonds 30,000
Mt. Airy Bonds 25,000
Tabor New building 10,000
Other Information.—The main facts regarding the city and town high
schools will be found in Tables IV and V, Part Two of this report. For the
progress report during the past year the reader is referred to the abstracts
from the superintendents' reports printed below. Of course this statement
of the past year's progress is incomplete, since many of the superintendents
failed to report improvements. The list of graduates from the city high
schools offering four-year courses are given in Part Three of this report.
CITY AND TOWN HIGH SCHOOLS—SUMMARY OF TABLE IV
Schools:
Number of schools reporting 71
Schools reporting four-year courses 45
Schools reporting three-year courses 26
*The high srhool departments of the following six towns and cities are approved under this
section as county high schools: Hendersonville, Laurinburg, Louisburg, Marion, Southport,
and Tarboro. The .statistics for these six schools will be found in Tables I, II, and III, giv-ing
the statistics for the rural public high schools.
Public High Schools, 1915-1916 13
Teacliers
;
Total number of high school teachers 339
Number giving full time to high school instruction 265
Number giving part time to high school instruction 74
Number of male teachers 127
Number of female teachers 212
Number of male principals 69
Number of female principals 2
EuroUineiit:
Total number of students enrolled 7,797
Boys enrolled 3,287
Girls enrolled 4,510
Fourth-year students enrolled 704
Third-year students enrolled 1,507
Second-year students enrolled 2,228
First-year students enrolled 3,358
Attendance:
Total average daily attendance 6,497
CITY HIGH SCHOOLS—SI 3I3IARY OF TABLE Y
(Number of students pursuing the different branches in the City High
Schools.)
English:
Grammar 3,733
Composition and rhetoric 3,974
Literature 5,280
Matbematics
:
Advanced arithmetic 2,958
Algebra 5,616
Plane geometry 1,453
Solid geometry 330
Trigonometry 2
History:
English history 1,715
Ancient history 1,885
General history 1,729
American history 1,109
North Carolina history 118
Foreign Languages:
Latin 6,143
Greek 9
French 612
German 725
Spanish 24
14 Public High Schools, 1915-1916
Science :
Physical geography 2,057
Physics 633
Introduction to science 764
Agriculture 153
Botany 252
Chemistry ; 199
Biology 116
Physiology 624
Geology 11
Sociology 12
Miscellaneous:
Commercial geography 50
Drawing 623
Commercial law 31
Domestic science 1,348
Manual training 269
Music
Singing 1,460
Civics 179
Spelling 4,542
Penmanship 37
Psychology
Education
Economics 12
Commercial Branches:
Bookkeeping 363
Commercial arithmetic 228
Shorthand 246
Typewriting 194
Public High Schools, 1915-1916 15
MISCELLANEOUS
A.—CONSOLIDATED SOIMARIES OF RURAL AND CITY
HIGH SCHOOLS
Geueral Suniiiiarj of Tables I and IV
Schools: Rural. City. Total.
Number of schools 214
Schools reporting four-year courses 89
Schools reporting three-year courses 87
Schools reporting two-year courses 38
Teachers:
Total number of high school teachers 434
Number giving full time to high school instruc-tion
340
Number giving part time to high school instruc-tion
94
Number of male teachers 232
Number of female teachers 202
Number of male principals 201
Number of female principals 13
Enrollment:
Total number of students enrolled 8.986
Boys enrolled 4,326
Girls enrolled 4,660
Fourth-year students enrolled 609
Third-year students enrolled 1,494
Second-year students enrolled 2,631
First-year students enrolled 4,252
Attendance:
Total average daily attendance 6,773 6,497 13,270
General Summary of Tables II and T
(Number of students pursuing the different branches in both rural and city
public high schools.)
English: Rural. City. Total.
Grammar 4,501 3,733 8,234
Composition and rhetoric 6,009 3,974 9,983
Literature 6,333 5,280 11,613
Mathematics
:
Advanced arithmetic 4,594 2,958 7,552
Algebra 6,359 5,616 11,975
71
16 Public High Schools, 1915-1916
Rural. City. Total.
Plane geometry 1,425 1,453 2,878
Solid geometry 386 330 716
Trigonometry 4 2 6
1
History
:
English history 3,023 1,715 4,738
Ancient history 1,704 1,885 3,589
General history 1,818 1,729 3,547
American history 1,044 1,109 2,153
North Carolina History 344 ng 462
Foreign Languages:
Latin 6,462 6,143 12,605
Greek , 3 9 12
French 639 612 1,251
German 362 725 1,087
Spanish 24 24
Science
:
Physical geography 2,134 2,057 4,191
Physics 728 633 1,361
Introduction to science 1,835 764 2,599
Agriculture 714 153 867
Botany 349 252 601
Chemistry 147 199 346
Biology 116 116
Physiology 703 624 1,327
Geology 11 il
Sociology 6 12 18
Miscellaneous:
Commercial geography 169 50 219
Drawing 382 623 1,005
Commercial law 31 31
Domestic science 540 1,348 1,888
Manual training 63 269 332
Music 22 22
Singing 752 1,460 2,212
Civics 241 179 420
Spelling 5,688 4,542 10,230
Penmanship 145 37 182
Psychology 17 17
Education 35 35
Economics 10 12 22
Commercial Branches:
Bookkeeping 93 363 456
Commercial arithmetic 93 228 321
Shorthand 51 246 297
Typewriting 123 194 317
Public High Schools, 191,5-1916 17
B._SCHOOLS ACCREDITED BY THE UNIVERSITY OF NORTH
CAROLINA, 1915
These schools are accredited upon the following bases: (1) A four-year cur-riculum;
(2) three full-time teachers; (3) minimum recitation period of 40
minutes; (4) 14 units required for graduation; (5) the minimum time allot-ment
per unit, 120 60-minute hours.
(Schools printed in italics are private schools.)
Asheville—
•
^Ashcvillc School.
*Bingham School.
*City High School.
Normal and Collegiate Institute.
*St. Genevieve's Academy.
Brevard Institute.
Gary High School.
Chapel Hill High School.
Charlotte—
*City High School.
*Horner Military School.
Concord High School.
Durham—
*City High School.
*Trinity Park School.
Elizabeth City High School.
Enfield High School.
Flat Roc'k—'^Fleet School.
Fremont High School.
*Goldsboro High School.
Greensboro High School.
Greenville High School.
Henderson High School.
Hendersonville—
-
High School.
*Fassifern School.
Blue Ridge School for Boys.
Jamestown High School.
Laurinburg High School.
Lenoir High School.
Lumberton High School.
Marion High School.
Mars Hill College.
Monroe High School.
*Oak Ridge Institute.
Pleasant Garden High School.
*Raleigh High School.
Rutherfordton
—
Westminster School.
Salisbury High School.
* School accredited by the Asfociation of Colleges and Preparatory Schools of Uie Southern
States.
IS Public High Schools, 1915-1916
Tarboro High School.
*Warreiit07i High School.
Whitsett Institute.
Wilmington High School.
Wilson High School.
Winston-Salem
—
*City High School.
*8alem Academy.
D.—THE FAR3I.LIFE SCHOOLS*
The aim and purpose of the farm-life school and the legal provision for its
support in North Carolina have just been discussed by State Superintendent
Joyner. I shall not go over the ground covered by him, except briefly for the
purpose of supplementing here and there some of the things he has already
told you. I shall attempt particularly to set forth the development of our
farm-life schools during the short period they have been in operation. In
order to make the story as concrete as possible, I shall present some seventy-five
or more lantern slides showing buildings, dormitories, barns, laboratories,
farms, stock, student groups, student activities, etc., and will comment briefly
on these as we pass along from school to school.
The figures which I shall quote (see accompanying tables) are taken di-rectly
from special reports furnished me within the past three weeks by the
county superintendents and high school principals. These figures may not in
every instance be absolutely accurate, though they are approximately so. It
is quite likely, for instance, that the amounts reported as contributed by the
county commissioners are not altogether accurate, since some of the boards
may give for the current year more or less than the amount stated, but they
are sufficiently accurate for all practical purposes.
It should be understood at the outset that the farm-life school is, in every
case except two, namely, Vanceboro and Clemmons, a department of the pub-lic
State-aided high school, in which department special provision is made for
affording boys of the country districts an opportunity to study agriculture
and certain allied subjects, and for affording the girls an opportunity to study
home economics and certain related subjects. It should also be understood
that the funds for operating these special departments of agriculture and
home economics, or farm-life departments, are contributed by the county and
the State, and that these funds are in addition to all other school funds con-tributed
from these sources. This type of school is known in most States as
the "agricultural high school," but with us it has been given the local name
of farm-life school. In the farm-life departments of our high schools, how-ever,
instruction in the farm-life subjects is not confined to the high school
grades; these departments are open also to pupils of the grammar and inter-mediate
grades of the local elementary school operated in connection with the
high school; and, too, certain lines of extension work and home project work
are carried on in the community not only during the regular session, but
also in vacation time.
*Paper presented before the Joint Conference of County Superintendents and Public High
School Principals, at Raleigh, November 23, 1915.
Public High Schools, 1915-1916 19
There are now in operation seventeen farm-life school departments. Two
others have been established, to open in January, 1916. making a total of
nineteen established up to this time. All but three of these, namely, those of
Guilford County, have opened their doors for the reception of students within
the past two and one-half years. These nineteen schools are located in six-teen
counties, as follows: Guilford has 3, Wake has 2, Durham, Iredell,
Craven, Robeson, Harnett, Nash, Wilson, Rowan, Gaston, Forsyth, Moore,
Mecklenburg, Bertie, and Catawba have one each. As will be seen (see plate
attached), they are distributed over the central part of the State—from
Craven and Bertie in the east to Catawba in the west. It is the hope of the
State Superintendent of Public Instruction that eventually every county in
the State shall have at least one such school.
The present value of the nineteen high school plants, including equipment
of all kinds, in connection with which the farm-life departments are oper-ated,
is $419,452. Improvements and additions made during the past year
amount to $178,440. The school buildings proper of these nineteen schools
are worth $240,173, and the dormitories in connection with them are worth
$99,712. They own 698 acres of land worth $44,640, barns worth $9,590, stock
and equipment worth $9,996. Last year there was spent for the maintenance
of these particular departments $38,650, contributed by the State one-half and
by the counties one-half. For the current year the operating expenses of
these departments will be $63,500.
(See accompanying statistical tables for the figures upon which the facts
and figures given in the lecture were taken. Following the foregoing intro-ductory
statment about 75 slides were shown. As these were thrown on the
screen the lecture took the form of running comment as an imaginary trip
was made to the different schools.)
FARM-LIFE SCHOOLS
Schools Established, Their Attendiince, Cost of Maintenance, Recent
Iiiiprovemeiits, and Present Yalue of Plant
Number of schools established to date (November, 1915) 19
Number of schools now running 17
Number of schools running last year 13
Number of pupils enrolled, 1914-'15 (boys, 559; girls, 584) 1,143
Spent for maintenance, 1914-'15 $ 35,250
Estimated operating expenses, 1915-'16 63,500
Improvements made last year 178,540
Present value of school plants 419,452
Dates of Opening
September, 1911—Jamestown, Monticello, Pleasant Garden.
September, 1913—Cary, Wakelon, Lowe's Grove, Harmony.
November, 1913—Vanceboro.
September, 1914—Philadelphus, Lillington, Red Oak, Rock Ridge.
January, 1915—China Grove.
September, 1915—Dallas, Clemmons.
October, 1915—Eureka, Startown.
January, 1916—Pineville, Aulander.
REPORT OF THE STATE INSPECTOR OF
PUBLIC HIGH SCHOOLS, 1915-1916
RURAL PUBLIC HIGH SCHOOLS
SUMMARY OF THE TEAR'S PROGRESS*
Jfiimber, Classification, and Distribution of Schools.—During the scholastic
year covered by this report. 1915-1916, there were 212 public high schools in
operation receiving State aid. Three schools were discontinued, and one new
school established, making a net decrease of two in the number in operation.
The number of schools reporting four-year courses increased from 89 to 114;
the number reporting three-year courses decreased from 87 to 77; and the
number reporting two-year courses decreased from 38 to 21. There are now
only five counties in which no public high schools are in operation, namely,
Chowan, New Hanover, Pasquotank, Perquimans, and Watauga.
Enrollment and Attendance.—The enrollment this year increased from
8.986 to 10,379, and the average daily attendance from 6,773 to 7,873. The
increase in enrollment over the preceding year was 1.390. or 15.50 per cent,
and the increase in daily attendance was 1,100, or 16.24 per cent. The number
of students enrolled from outside the local districts increased from 2,561 to
3,053 and the number of boarding students enrolled increased from 1,680 to
1,947.
Teacliinj? Force.—The number of teachers employed increased from 434 to
464, and, as has been the case for the past several years, there was urgent
need for more assistant teachers in many of the more prosperous schools.
In too many cases inadequate funds made it impossible to meet this need.
Receipts and Expenditures.—The total receipts this year increased from
$261,211.32 to $265,534.73, and the total expenditures increased from $247,253.59
to $256,251.73, making a net increase of $4,323.41 in receipts and $8,998.14 in
expenditures.
The average salary paid the high school principal was increased from
$837.44 to $840.35. There Avere 55 principals who received $1,000 or more.
The number who received less than $500 was reduced from five to four. The
total expenditures for principals' salaries increased from $177,880.84 to $178.-
154.61. The amount expended for the salaries of assistant teachers was in-creased
from $56,653.75 to $64,591.77.
The average amount expended per student enrolled was $24.69; the average
cost per student in daily attendance was $32.55.
Length of Term.—The average length of term per school was 31.3 weeks as
against 31.43 weeks for the preceding year. Or, taking the teacher as the
unit and not the school, the average length of term was 31.51. There were
21 schools having a term of 36 weeks, 4 having a term of 34 weeks, 132
having a term of 32 weeks, 12 having a term of 30 weeks, 5 having a term
of 29 weeks, 37 having a term of 28 weeks and one having a term of less
*Note on Page 20.
Part III—
2
22 Public High Schools, 1915-1916
than 28 weeks, the minimum term allowed under the law. This school was
cut short by an epidemic of smallpox.
Buildings and Equipment.—The campaign for better buildings and equip-ment
for the high schools which has been in progress for the past several
years has gone on unabated. Marked progress has been made in the way of
constructing new buildings better adapted to high school needs, in providing
dormitories, in enlarging, remodeling, and otherwise improving old buildings
already in use, and in providing better equipment. This campaign must go
on until every high school receiving State aid is well housed in a modern
building that is sufficiently equipped to enable the school to do well the work
it undertakes to do.
During the last year (up to December 15, 1916) new buildings for 20
schools have been erected, or are now under construction, totaling a cost of
$285,200; 39 schools now own 46 dormitories worth $174,200 as against 26
schools owning dormitories worth $115,950 a year ago; 24 schools report
scientific apparatus worth $9,561, as against 21 reporting apparatus worth
$5,596 a year ago; 146 schools report that they have 29,176 volumes of refer-ence
works and fiction as against 25.744 such volumes reported by 156 a year
ago. The total expenditures during the past year, and up to December 15, for
new buildings, dormitories, additions to old buildings, etc., amounted to
$348,350. Eleven other schools have made provision for erecting new build-ings
not yet been begun that will cost $151,000. Of course it must be under-stood
that the buildings in which these State-aided high schools are housed
are used also to accommodate the elementary schools of the communities in
which the high schools are located. The following tables will show the
schools that have erected new buildings, improved old ones, provided dormi-tories,
etc., and the amount spent in each case, as well as the total value of
the school plants.
TALUE OF BUILDINGS AND PLANTS
(At close of school year.)
Value of Main Buildings (210 schools) $ 1,385,500
Value of 46 dormitories owned by 39 schools 174,200
Value of 210 school plants 1,888,100
Cost of improvements since last report 348,350
(Up to December 15.)
NUMBER OF BUILDINGS .\XD PLANTS OF DIFFERENT VALUES
Valued at
Public High Schools, 1915-1916 23
NEW BUILDINGS ERECTED OR UNDER CONSTRUCTION
(June 30. 191.5 to December 1.5, 1916)
Avery Elk Park S
Beaufort Aurora
Buncombe Barnardsville
Caldwell. Oak Hill
Cleveland Grover
Currituck Poplar Branch
Gaston Belmont
Gaston Cherryville
Halifax.-.- Enfield
Haj^ood Rock Hill
Johnston Benson
Lenoir Pink Hill
Mecklenburg Huntersville
Mitchell Spruce Pine
Moore Eureka
Orange.- Chapel Hill
Polk Columbus
Sampson Salemburg
Surry White Plains
Warren Macon--
10,000 New
,S,000 New
10.000 New
12,000 ...New
6.700 New
10,000 New
3.5,000 New
25,000 New
25,000 New
4,000 New
30,000 ---New
7,500 New
20.000 New
5,000 New
5,000 New
40,000 New
8,000 New
8,000 New
4,000 New
12,000 New
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
building
completed.
completed.
nearly ready.
completed.
ready.
begun.
completed.
completed.
begun.
completed.
completed.
completed.
begun.
nearly ready.
completed.
completed.
begun.
ready.
nearly ready.
ready.
285,200
OLD BUILDINGS ENLARGED, REMODELED, OR IMPROVED, DORMITORIES ERECTED,
ETC.
Bl aden- . _ Abbottsburg.
.
Franklin .Justice
Hertford .\hoskie
Lenoir LaGrange
Macon Higdonville-..
Moore Eureka
Onslow Richlands
Onslow Jacksonville.
-
Person Bushy Fork-..
Richmond Roberdel
Stokes King
Stokes Walnut Cove-
Wake Gary
Wake Wakelon
Wilson Rock Ridge. -
5,000
2. .500
6,100
2,500
4.000
4,000
3,000 --
8.000
1.000
2,000
3,000
3,750
10.000-.- -Dormitory ready.
8,000 Dormitory nearly ready.
2 , 000 Dormit ory ready
.
64,850
NEW BUILDINGS PROVIDED FOR BY BONDS OR OTHERWISE NOT YET UNDER CON-STRUCTION
Beaufort Pantego
Bladen Bladenboro
Buncombe- Mount CarmeL
Nash Castalia
Pitt Bethel
Tyrrell Columbia
Hoke Raeford
Martin Williamston
Sampson Newton Grove.
Sampson Salemburg
Yadkin Booneville
5,000 (bonds) for dormitory.
20,000 (bonds) for new building.
12,000 (bonds) for new building.
10,000 (bonds) for new building.
20,000 (bonds) for new building.
8,000 (bonds) for new building.
35,000 for new building.
25,000 (bonds) for new building.
3,000 (bonds) for new building.
5,000 (bonds) for new dormitory.
8,000 (bonds) for new building.
151,000
24 Public High Schools, 1915-1916
SUMMARY OF BUILDING ACTIVITIES SINCE LAST REPORT
(Up to December 15, 1916.)
Cost of 20 new buildings erected or under construction $ 285,200
Cost of 3 new dormitories and improvements on 12 old buildings. .
.
64,850
Provisions made for 11 new buildings and dormitories not yet
begun 151,000
Total value of improvements made or provided for up to
December 15 $ 501,050
COMMENTS, SUGGESTIONS, AND REC0M3IENDATI0NS
In our present school system there are three classes of schools operated
at public expense that are undertaking to do high school work. These three
classes are (1) the high schools of the cities and towns operated under special
charters, (2) the rural public high schools which receive State aid for high
school instruction, and (3) the public schools of the villages and country
districts having two or more teachers but not falling rn either of the two
former classes.
The first named class, the city and town high schools, are independent of
the operations of the public high school law. They are not required to keep
definite records or to make separate reports of their operations, functional,
financial, or otherwise; they are not required to measure up to any standard
of excellence, or to follow systematic courses of instruction, or to have
licensed teachers. They are, in a word, so far as the public high school law
is concerned, a law unto themselves. There are about ninety such schools
with an enrollment of about 10,000 pupils.
In the larger towns and cities these schools are, as a rule, under compe-tent
supervision, and many of them measure up to good standards of efficiency.
A few of them are doing a superior grade of work. Most of them, however,
need to maintain better standards, to select their teachers with more care,
and to follow more systematic courses of instruction. The State certainly
ought to know what they are doing, what high school instruction is costing
in these schools, wherein they are falling short, what should be expected of
them, and wherever possible cooperate with them in the solution of their
problems in the way of helping them to elevate their standards and increase
their efficiency. Further facts and statistics about the city and town high
schools will be found in Part Two of this report.
The second named class. State-aided rural high schools, 212 in number
with an enrollment of over 10,000, are required to meet certain minimum
standards before receiving aid from the State. These standards are, to be
sure, at present rather low, but they are advancing. Some of the State's
best high schools at present are to be found in this class. "We do know what
these schools are doing, for they are required to keep definite records and
to render complete reports annually. The State has an opportunity, there-fore,
to cooperate with them in an intelligent way that has proved helpful
to them and has enabled them to go forward in the past few years at a
remarkably rapid rate. The development of this system of schools has been
Public High Schools, 1915-1916 25
brought about largely by bringing into them a body of active young men
and women of superior training and ideals as principals and teachers. They
have been trained, most of them at least, in our best institutions, and are
men and women of superior scholarship and ideals, wide awake, enthusi-astic
about their work, and have a fine spirit of cooperative helpfulness.
They know what they are trying to do, are studying their problems, and are
doing all in their powder to make the country high school function in a help-ful
way in our educational system. The facts and statistics about this part
of our school system will be found in Part One of this report.
The third class of schools are purely local in character, unorganized, and,
as a rule, inefficient. There are, however, some of these schools in the more
progressive counties, like Wake, Durham, Guilford, Mecklenburg, and Bun-combe,
that are maintaining good standards and doing a good grade of work.
There are about 800 schools in the State falling in this class. They enrolled
last year possibly 10,000 pupils doing some high school work of varying
degrees of efficiency. A number of these schools if developed can be made
to serve a useful purpose in our educational system, though most of them
should not attempt high school instruction at all. In too many cases they
are attracting boys and girls of the home communities that should be in the
better organized State-aided high schools.
In addition to these three classes of secondary schools operated at public
expense, there are many schools of secondary grade under private and church
control. The number of these as well as the number of students enrolled
In them are matters of speculation. Some of these schools maintain good
standards and turn out a good product. Conspicuous among this class are
the Asheville School, the Bingham School at Asheville, Oak Ridge Institute.
Trinity Park School, and Warrenton High School. Most of these schools,
however, are forced for financial reasons to employ teachers at ridiculously
low salaries and then overload them with work. There are some of these
schools having 50 or 60 pupils per teacher. The result is crowded classes,
overworked teachers, and poor work.
But to come back to the discussion of the high schools operated at public
expense. There is needed a comprehensive policy, a plan backed by law, that
will recognize in some way all worthy high schools operated at public ex-pense,
city and rural, and that will make possible the development of good
high schools where high schools are needed and prevent the multiplication
of weak high schools where high schools are not needed. It is impossible
to build up an efficient high school in every cross-roads community. It be-comes
necessary to concentrate our efforts in each county at a few centers
where there is a quickened school interest, intelligence, and available means,
all of w^hich are necessary to the development of schools of the right kind.
It migh be advisable to extend State aid to all well organized and well man-aged
four-year high schools of the cities and towns that admit pupils to the
high school grades from the country districts. State aid, of course, to be given
under the requirements of the public high school law and primarily on the
basis of attendance from outside the local district. This matter, I think, is
worthy of serious consideration.
The rural public high schools that receive State aid are not State schools
in the sense that the State should be looked to to furnish the greater part
of the funds with which to operate them. The main burden of support must
fall on the counties and the local communities in which these schools are
26 Public High Schools, 1915-1916
located. A State appropriation for high schools that would check local
initiative on the part of communities and counties and cause them to look
to the State, rather than to themselves, as the principal source of support
would prove a curse rather than a blessing. And the greater burden of sup-port
does, under our present plan, fall upon the counties and the local com-munities
in which the high schools are located. From these sources come
over two-thirds of the funds raised for maintenance and all the funds raised
for buildings and equipment. State support must be sufficient, however, to
stimulate and to encourage local initiative and effort, and sufficient to enable
the State to direct and to guide the high school work along right lines. If
from the point of view of the State courses in agriculture and home econo-mics
are thought to be a necessary part of the country high school curricu-lum,
and it appears that country communities will not be likely of their own
accord to introduce these courses, then a part of the State appropriation
used to stimulate local initiative and to encourage local effort in this direc-tion
could be made to yield large returns. If from the point of view of the
State it is thought necessary for the best interests of education in general,
and of secondary education in particular, to hold in the service of the country
high schools young men and women of the best training and ideals, then a
part of the appropriation used to increase the salaries of such men and
women in order to retain their services for a series of years would yield a
large return. If from the point of view of the State, high school buildings
properly arranged, well constructed, and adequately equipped with library
facilities and apparatus for science work are regarded as modern necessities
in educational work, and it is not likely that communities and counties will
pay the proper regard to these matters unless they are required to do so,
then a part of the appropriation set aside to be given only to schools pro-viding
such buildings and equipment, or even to enable them to provide, say,
libraries and apparatus, could be made to yield a large return.
The State appropriation should, in a word, be used for four important
purposes: (1) to stimulate counties and communities to initiate new and
necessary lines of work which they would not be likely to undertake of their
own accord, as, for example, putting in courses in home economics, agri-culture,
and teacher training; (2) to encourage counties and communities
to inaugurate new and necessary policies, which they would not be likely
to put into practice if left without direction, as, for instance, putting the
high school principals on salary the year round; (3) to encourage schools
to maintain higher standards of excellence, as, for example, lengthening the
school term, organizing the work on a sounder basis, employing better teach-ers,
paying better salaries, etc.; (4) to equalize in some measure opportunities
for high school training by helping to support good high schools where they
are needed in counties and communities that have not the funds necessary
to maintain good high schools.
In order to enable the high schools to continue their progress in the direc-tions
here hinted at, it is imperative that the incoming Legislature be asked
to increase the appropriation from $75,000 to $150,000. There has been no
increase in this appropriation since 1911. In the meantime the attendance
has almost doubled and new demands have arisen that it is impossible to
meet in any adequate way unless increased funds can be secured. The de-mands
this year from schools sorely in need of additional assistance
Public High Schools, 1915-1916 27
amounted to nearly $150,000, and these demands did not take into considera-tion
the introduction of the new lines of work suggested below in my recom-mendations.
Recommeiulatioiis
1. That the State appropriation for public high schools be increased to
$150,000.
2. That provision be made for putting high school principals on salary the
year round where this is feasible and that school officials be encouraged to
retain the services of successful principals for a series of years.
3. That provision be made for establishing elementary teacher training
courses in connection with a number of the stronger high schools.
4. That schools be encouraged, by increased apportionments, or by special
apportionments for these specific purposes, to provide suitable libraries and
suitable quarters and equipment for courses in science, home economics, and
agriculture.
5. That city and town high schools maintaining good four-year courses be
permitted to share in the distribution of the high school appropriation, under
the general high school law, and that apportionments to such schools be
conditioned primarily on their attendance from the country districts.
6. That school officials, city and rural, be encouraged to maintain standard
four-year high schools, and that they be required to construct all high school
buildings in accordance with sound principles of school architecture and to
equip them adequately for the work they undertake to do.
NEW SCHOOLS ESTABLISHED AND SCHOOLS DISCONTINUED
OR MOVED
New School Established for the Year 191o-'16:
Cumberland County Eastover
(Apportionment transferred from Hope Mills).
Schools Discoiitimied at End of Year 1915-'16:
Bertie County Mars Hill
Franklin County Louisburg
Nash County Castalia
Sampson County Garland
(Apportionment transferred to Salemburg).
Scotland County Mason's Cross
New Schools Established for the Year 1916-'17:
Alleghany County Piney Creek
Caswell County Yanceyville
Franklin County Justice
Lenoir County Pink Hill
Sampson County Salemburg
Surry County White Plains
28 Public High Schools, 1915-1916
MISCELLANEOUS STATISTICS
Boarding Students:
Number of boarding students enrolled 1,947
Boys 1,098
Girls 849
Outside Students:
Number of students enrolled from outside local district 3,053
Boys 1,430
Girls 1,623
Pupils and Teacliers in Elementary Schools:
Pupils enrolled in elementary schools operated in connection with
public high schools* 43,756
Number of teachers in elementary schools operated in connection
with public high schools 1,216
Cost Per High School Student:
Average cost of pupil enrolled $24.69
Average cost per pupil in daily attendance 32.55
Principal's Salaries:
Number of principals receiving $1,000 or more 55
Number of principals receiving $900 or more, but less than $1,000. 24
Number of principals receiving $800 or more, but less than $900. . 48
Number of principals receiving $700 or more, but less than$800. . 49
Number of principals receiving $600 or more, but less than $700 . . 25
Number of principals receiving $500 or more, but less than $600.
.
7
Number of principals receiving less than $500 4
Average salary paid principals $840.35
RUKAL PUBLIC HIGH SCHOOLS
Schools
:
Number of schools established 212
Schools reporting four-year courses 114
Schools reporting three-year courses 77
Schools reporting two-year courses 21
Teachers
:
Total number of high school teachers 464
Number giving full time to high school instruction 352
Number giving part time to high school instruction 112
Number of male teachers 250
Number of female teachers 214
Number of male principals 202
Number of female principals 10
P 'Several of the High School Principals did not furnish any information as to the number of pupils
enrolled in the elementary school.
Public High Schools, 1915-1916 29
Enrolluient:
Total number of students enrolled 10,379
Boys enrolled 5.080
Girls enrolled 5,299
Number of fourth-year students enrolled 822
Number of third-year students enrolled 1,836
Number of second-year students enrolled 2,868
Number of first-year students enrolled 4,853
Number of students in four-year high schools 6,563
Number of students in three-year high schools 3,047
Number of students in two-year high schools 769
Attendance
:
Total average daily attendance 7,873
Average daily attendance, boys 3,696
Average daily attendance, girls 4,177
Ciradnates 1916:
Boys 179
Girls 287
Total 466
. RURAL PUBLIC HIGH SCHOOLS
(Number of students pursuing the different branches).
Eng'lish:
Grammar 5,419
Composition and rhetoric 5,995
Literature 6,674
Mathematics
:
Advanced arithmetic 5,358
Algebra 6,600
Plane geometry 1,613
Solid geometry 398
History:
English history 3,388
General history 2,231
Ancient history 1,875
American history 1,138
History of North Carolina 181
Foreign Langnages:
Latin 6,967
Greek 4
French 794
German 391
Spanish 22
30 Public High Schools, 1915-1916
Science:
Physical geography 2,537
Physics 801
Introduction to science 2,166
Agriculture 636
Botany 464
Physiology 633
Chemistry 320
Miscellaneous:
Commercial geography 69
Drawing 425
Music 48
Singing 336
Civics 248
Spelling 6,468
Domestic science 1,236
Education 54
Economics 40
Writing 271
Psychology 31
Commercial Branches:
Bookkeeping 38
Commercial arithmetic 78
Shorthand 32
Typewriting S3
RUKAL PUBLIC HIGH SCHOOLS
Receipts :
From local taxation $ 89,027.58
From private donations 7,228.51
• From county apportionments 78,047.24
From State appropriation 76,250.00
Balance on hand from last year 11,452.92
Overdrafts paid from local funds 3,528.48
Total receipts $ 265,534.73
Disbursements:
For principals' salaries $ 178,154.61
For salaries of assistant teachers 64,591.77
For fuel, janitors, and Incidentals 13,505.35
Total expenditures $ 256,251.73
Balance on hand $ 9,283.00
*This is in fact not a true balance, since there were many outstanding vouchers at the time the re-ports
were rendered.
32 Public High Schools, 1915-1916
Public High Schools, 1915-1916 33
and ths Number of Students Pursuing the Different Branches.
Foreign Science
Languages
34 Public High Schools, 1915-1916
Studies, etc.,—
Public High Schools, 1915-1916 35
Continued.
Foreign
Languages
36 Public High Schools, 1915-1916
Studies, etc..
Public High Schools, 1915-1916 37
Continued.
Foreign
Languages
38 Public High Schools, 1915-1916
Studies, Etc.
Public High Schools, 191.5-1916 39
Continued.
Foreign
Languages
Commercial
Work Miscellaneous
a
40 Public High Schools, 1915-1916
Studies, Etc.
Public High Schools, 1915-1916 41
Continued.
Foreign
Languages
42 Public High Schools, 1915-1916
Public High Schools, 1915-1916 43
Continued.
u Public High Schools, 1915-1916
Studies, Etc
Public High Schools, 1915-1916 45
Continued.
Foreign
Languages
D. FARM-LIFE SCHOOLS
SCHOOLS ESTABLISHED, THEIR ATTENDANCE, COST OF MAINTE-NANCE,
AND PRESENT VALUE OF PLANTS
Number of schools established to date (November, 1916) 21
Number of schools running last year 19
Number of pupils enrolled, 1915-'16 (boys 439, girls 678) 1,117
Spent for maintenance, 1915-16 $ 56,090
Estimated operating expenses, 1916-"17 65.350
Present value of school plants 525,800
DATES OF OPENING
September, 1911—Jamestown, Monticello, Pleasant Garden.
September, 1913—Gary, Wakelon, Lowe's Grove, Harmony.
November, 1913—Vanceboro.
September, 1914—Philadelphus, Lillington, Red Oak, Rock Ridge,
Bahama.
January, 1915—China Grove.
September, 1915—Dallas, Clemmons.
October, 1915—Eureka, Startown.
January, 1916—Pineville.
September, 1916—Aulander. Rich Square.
EXPLANATORY RE3IARKS
It should be understood that the farm-life school is, in every case except
two, namely, Vanceboro and Clemmons, a department of the public State-aided
high school, in which department special provision is made for afford-ing
boys of the country districts an opportunity to study agriculture and
certain allied subjects, and for affording the girls an opportunity to study
home economics and certain related subjects. It should also be understood
that the funds for operating these special departments of agriculture and
home economics, or farm-life departments, are contributed by the county
and the State, and that these funds are in addition to all other school funds
contributed from these sources. This type of school is known in most States
as the "agricultural high school," but with us it has been given the local
name of farm-life school. In the farm-life departments of our high schools,
however, instruction in the farm-life subjects is not confined to the high
school grades; these departments are open also to pupils of the grammar and
intermediate grades of the local elementary school operated in connection
Public High Schools, 1915-1916 47
v'ith the high school; and, too, certain lines of .extension work and home
project work are carried on in the community not only during the regular
session, but also In vacation time.
There are now in operation twenty-one farm-life school departments. These
twenty-one schools are located in seventeen counties, as follows: Guilford
has three, Wake has two, Durham has two, Iredell, Craven, Robeson, Harnett,
Nash, Wilson, Rowan, Gaston, Forsyth, Moore, Mecklenburg, Bertie, Catawba,
and Noi'thampton have one each. They are distributed over the central part
of the State—from Craven and Bertie in the east to Catawba in the west.
It is the hope of the State Superintendent of Public Instruction that eventu-ally
every county in the State shall have at least one such school.
The Craven County Farm-Life School at Vanceboro is the only school es-tablished
under the original act providing for farm-life schools. Under the
requirements of this original act there is operated in connection with this
farm-life school a four-year high school which receives State-aid under the
general high school law. The Forsyth County Farm-Life School at Clemmons
is operated under a special act. There is a high school department operated
in connection with this school, but it does not receive State-aid from the,
special appropriation for public high schools for the reason that Forsyth
County was already receiving State-aid for four high schools, the maximum
number allowed when this school was converted into a farm-life school. With
the exception of these two schools, the farm-life schools are operated under
what is known as the Guilford County Farm-Life School act which was
passed in 1911 and was made of State-wide application in 1913, and under
the provisions of this act are, as stated above, departments of the public
high schools in connection with which they are operated. It is true that
special acts were passed authorizing some of the counties to establish farm-life
departments, yet, except as noted above, the appropriations are made and
the schools conducted as provided for in the Guilford act.
The figures given in the following tables are taken in the main from
special reports sent in by the principals of the schools in November and in
some cases from the final reports submitted last spring.
The values of property shown in the following tables are estimates given
by the principals and are given as a rule in round numbers. They can be
regarded in most cases only as appproximations. It should be understood
that the buildings, dormitories, and apparatus in these several schools are
used for the entire high school and not simply for the farm-life departments,
and that the value given for the plant is for the entire plant which is used
for the community's elementary school and for the State-aided high school
as well.
48 Public High Schools, 1915-1916
FARM-LIFE SCHOOLS
TABLE I.—RECEIPTS AND EXPENDITURES FOR MAINTENANCE, 1915-'16.
Farm-Life Schools and Coun-ties
in Which They are
Located
Receipts
State
County
School
Fund
County
Comniis-sioners
Other
Sources
Expenditures
Total Total
Catawba
Startown ___
Craven
Vanceboro
- Durham
Bahama
Lowe's Grove
Forsyth
Clemmons
Gaston
Dallas.
Guilford
Jamestown
Monticello*
Pleasant Garden.
Harnett
Lillington
Iredell
Harmony
Mecklenburg
Pineville**--
Moore
Eureka**
Nash
Red Oak**
Robeson
Philadelphus
Rowan
China Grove
Wake
Gary**
Wakelon _
Wilson
Rock Ridge
Totals.
1,500
2,500
500
2,000
2,000
2,500
1,000
500
1,100
1,500
1,500
2,000
1,250
1,500
1,500
2,500
1,250
1,250
1,250
29,100
1,500
2,500
500
2,000
2,000
2,500
1,000
500
1,100
1,500
2,000
1,250
1,500
750
1,250
1,250
1,250
24,350
1,500
750
2,500
4,750
800
250
1,000
2,050
$ 3,000
5,800
1,000
4,250
4,000
6,000
2,000
1,000
2,200
3,000
3,000
4,000
2,500
3,000
3,000
5,000
2,500
2,500
2,500
60,250
3,000
5,800
1,000
4,250
3,665
2,575
2,000
1,000
2,200
3,000
3,000
4,000
2,500
3,000
3,000
5,000
2,100
2,500
2,500
56,090
*Home Economics only. '*No report for this year.
Public High Schools, 1915-1916 49
TABLE II.—ESTIMATED RECEIPTS AND EXPENDITURES FOR MAINTENANCE, 1916-'17.
Farm-Life Schools and Coun-ties
in Which They Are
Located
Receipts
State
County
School
Fund
County
^^I othpr Sources
Total
Expenditures
Total
Bertie
Aulander
Catawba
Startown...
Craven
Vanceboro
Durham
Bahama...
Lowe's Grove
Forsyth
Clemmons-
Gaston
Dallas -
Guilford
Jamestown
Monticello
Pleasant Garden.
Harnett
Lillington
Iredell
Harmony
Mecklenburg
Pineville*
Moore
Eureka*
Nash
Red Oak*
Northampton
Rich Square
Robeson
Philadelphus
Rowan
China Grove
Wake
Gary*
Wakelon..
Wilson
Rock Ridge
S 1,500 i $
1,500
j
2,500 L..
500
2,000
2,000
2,500
1,100
400
1,100
1,500
1,500
I
2,000
[
1,250
I
I
2,500
1,500
1,500
2,500
1,2,50
1,250
1,250
Totals. 33,100
750
1,500
500
2,000
2,000
2,500
1,100
400
1,100
1,500
2,000
1,250
2,500
1,500
750
1,250
1,250
1,250
$ 300 8 450
2,500
1,500
750
2,500
800
450
1,000
700
245
3,000
3,000
5,800
1,000
4,450
4,000
6,000
2,200
800
2,200
3,000
3,000
4,000
2,500
5,000
3,700
3,000
5,000
2,500
2,745
2,500
25,100 7,550 3,645
3,000
3,000
5,800
1,000
4,450
3,720
2,600
2,200
800
2,200
3,000
3,000
4,000
2,500
5,000
3,700
3,000
5,000
2,500
2,380
2,500
69,395 65,350
*No report for this year.
50 Public High Schools, 1915-1916
TABLE III—VALUE OF BUILDINGS, FARM, AND EQUIPMENT.
Farm-Life Schools and
Counties in Which
They Are Located
Bertie
Aulander
Catawba
Startown
Craven
Vaoceboro
Durham
Bahama
Lowe's Grove
Forsyth
Clemmonsi
Gaston
Dallas2
Guilford
Jamestown
Monticello
Pleasant Garden.
Harnett
Lillington j
Iredell
Harmony
Mecklenburg
Pineville
Moore
Eureka
Nash
Red Oak
Northampton
Rich Square
Robeson
Philadelphus---4..
Rowan
China Grove
Wake
Gary 1...
Wakelon
Wilson
Rock Ridge
Totals.
School
Building
20,000
2,000
4,000
5,000
13,000
10,000
28,000
4,300
8,000
30,000
5,000
20,000
5,000
18,000
10,000
15,000
4,500
33,000
40,000
3,000
277,800
Dormi-tories
4,000
17,000
2,000
3,000
9,000
5,000
8,000
2,000
8,000
5,000
5,000
3,000
4,000
3,000
3,500
4,000
17,500
12,500
11,000
64,200
Acres
in
Farm
Value
of
Farm
130,700
35
21
90
20
170
30
48
24
15
50
20
21
44
28
45
no
20
16
27
15
649
5,000
1,500
3,500
1,250
5,000
3,000
7,000
3,200
Barn
Farm
Stock
and
Equip-ment
700
2,400
3,500
1,300
200
440
4,450
4,500
1,000
j
I
2,500
;
1,200
I
3,400
'
1,200
1,500
1,000
900
1,200
TOO
400
600
700
500
1,250
1,000
1,060
n,500
800
600
55,440 14,410
S 540
1,862
800
500
1,226
1,300
900
650
700
916
1,102
1,000
675
300
825
13,296
Present
Value
of
Plant*
$ 28,000
7,500
27,800
10,000
14,800
24,500
24,500
40,000
8,500
25,000
45,200
12,000
25,000
10,000
30,000
19,500
23,500
35,000
50,000
55,000
. 10,000
525,800
*Total value of high school plant including equipment of Farm-Lite Department.
iNot public property. It Ls leased under a special act of the legislature.
^The State and county appropriation of 85,000 is used not only for maintenance of Central School
at Dallas but also for maintenancs of a Damestic S^iencs Department in each of the five other secondary
schools of the county. This funi provides farai-life instruction for over 300 pupils.
3Barn §450 and Stalls S250.
^Leased for 10 years with option for 20.
'Barn, $300; Farm Cottage SMO.
63irls' dormitory with kitchen, dining-rooTn, etc., S2,200; boys' d jrmitory with science laboratory,
$2,000.
REPORT
OF
SUPERVISOR OF TEACHER-TRAINING
FOR THE
YEARS 1914-1915 AND 1915-1916
E. E. SAMS
Supervisor Teacher-Training
LETTER OF TRANSMITTAL
Raleigh, December 26, 1916.
Hox. J. Y. JoYNER, Raleigh, K. C.
Dear Sir:—I desire to submit the following report of work clone in the
Department of Teacher-training during the last biennial period, which work
has been carried on in conformity with the plans and ideas outlined by you
when I assumed charge of the department with such modification as you
have suggested from time to time.
Although the period covered by your Biennial Report ended June 80, 191 6,
this report is made to cover some institutes that were he'd as late as Octo-ber,
since a new series of institutes will begin next summer.
Respectfully, E. E. Sams,
Supervisor of Teacher-training
.
Part III—
4
TEACHER-TRAINING
The work of teactier-training has been prosecuted through two channels,
(1) teachers' institutes, (2) county teachers' associations and teachers' read-ing
circles.
teachers' institutes.
Plan.—Daily schedules of work for the Teachers' Institutes was issued in
1915 and in 1916, setting forth a definite plan of work to be followed for the
two weeks of the institute, and containing outlines of the lessons to be pre-sented.
These lessons dealt largely with the work of the elementary school,
and embraced such subjects as phonetics, reading, language, number,- home
geography, agriculture, history, writing, and drawing. Instruction was given
in the theory of teaching these subjects by assigning chapters from Charters'
Teaching the Common Branches bearing on them to be studied for recitation
in the institute. These recitations were followed by definite, practical lessons
that should serve as models for the actual work of the schools. Lecturing
was reduced to a minimum.
THE PLAN
The State Department of Education is planning to do some definite and
systematic work in teacher-training, of which the following is a brief outline:
1. A biennial county institute of at least two weeks in each county, con-ducted
by a competent and experienced male teacher, assisted in the primary
and intermediate work by a competent and experienced woman teacher.
These teachers will be selected, according to the law, by the S.ate Depart-ment
of Education, and will be required to attend a conference of institute
conductors with the State Superintendent annually before beginning the in-stitute
work. At this conference a definite and uniform plan of institute
work for the summer will be discussed and arranged. Bulletins containing
outlines of the work and directions to teachers will be issued from the State
Department of Education and placed in the hands of all teachers attending
the institutes, for their direction and assistance. The work of the county
institute will be so arranged as to prevent duplication and repetition of work
by teachers atending from year to year.
2. To have in every county an active teachers' association, doing a definite
and specific work, pursuing carefully arranged courses of professional read-ing
and study, directed by the county superintendent, and aided by bulletins,
programs,' etc., issued and distributed from the State Department of Educa-tion.
This work will be correlated, as far as possible, with the work of the
county institute, and with the work of the State Normal Schools.
3. Through the teachers' institutes and the teachers' associations, aided by
the State Department of Education with its professional bulletins, it is hoped
to arrange and carry out successfully a progressive and continuous course of
home study for the professional training and improvement of the rank and
file of the country teachers. A certificate will be issued to teachers success-fully
completing the course and passing a satisfactory examination thereon
that will be recognized by county superintendents in their examinations for
teachers' certificates, and vvill aid the holders thereof in securing better posi-tions
and better salaries as teachers.
—
From Superintendent Joyner's Letter
to County Supei-intendents.
The work prepared for the institutes and carried out in the main by the
conductors and assistants is presented in the following pages:
SOME SUGGESTIONS
1. The new teachers should take the work of the primary section; those
who have had two or more years experience, the work of the intermediate
section. This classification, however, need not be rigidly adhered to. By
special arrangements with the conductor, teachers may take some work with
both sections: e. g., a primary grade teacher who has attended two or more
institutes and who has had sufficient training and experience in teaching
phonics might be permitted to take the work with the primary section but be
allowed to spend the time during the phonic period with the intermediate
sec lion.
2. In those institutes where there is a sufficient number of high-school
teachers, a class might be organized for the consideration of the problems of
the high school, using Harfs Educational Resources of Village and Rural
Communities (Macmillan Co.), and the High School Handbook.
3. On Monday evening of the first week, the teachers should come together
for an "institute social." The main object should be to get acquainted. Each
teacher might be given a tag and asked to write his name on it and wear it
during the evening. The "Get-Acquainted Committee" should be on the alert
to see that strangers and those who are inclined to be timid are made to feel
at home. "Provision should be made for good music and some form of enter-tainment
for all. The amusements, of course, should conform to local condi-tions
and should be so managed that it will be impossible for bashful young
men to Itne up on one side of the house and the self-conscious maidens on
the other. No one thing will do more to cement the friendship and promote
the social pleasure of the teachers than this institute social, if wisely planned
and properly managed.
4. A Story Tellers' Club should be formed. Let the teachers meet for an
hour at twilight on the lawn, if practicable, the first meeting being held Tues-day
of the first week of the institute. Other meetings should be held from
evening to evening and all the teachers should be encouraged to participate.
5. A model Friday Afternoon Exercise should be worked up during the
institute and given on the last Friday afternoon as indicated in the program.
Some of the work done in the Story Tellers' Club may be used on this occa-sion.
An exhibit of the work done in the institute should be prepared and
arranged for this meeting, illustrating what each teacher should do in her
own school. The public should be invited to attend this meeting.
6. Beginning on Thursday of the first week and continuing from time to
time until Yv'ednesday of the second week, make on the blackboard a large
map of the county, putting in township lines, school districts, roads, churches,
schoolhouses, postoffices, country stores, etc., as a basis for a social survey,
indicating in each district the per cent of illiteracy as shown by the last
final report for each district. This work is to be done by the teachers, mak-irg
changes and corrections from day to day as more exact information may
be obtained. After the map is completed for use in connection with the dis-cussion
of adult illiteracy as indicated for Wednesday afternoon of the second
week, each teacher should make a copy for her individual use.
A STUDY OF THE COURSE OF STUDY PREPARED FOR THE
RURAL ELEMENTARY SCHOOLS
This Course of Study is the only permanent guide the teacher has for
determining the amount and the nature of the work to be done in each of the
seven grades of the rural elementary school. If there is to be unification of
the work of the elementary school in the county and in the State, if there is
to be any unanimity among the teachers of the county as to the requirements
of work to be done before promoting pupils from grade to grade, then the
teachers must know and follow the Course of Study. It therefore becomes
highly important that the Institute Conductors see to it that the teachers
under their instruction acquire a full and accurate knowledge of the con-tents
of this Course of Study and that they be shown how to use it most
effectively in meeting the cultural as well as the everyday needs of the chil-dren
they teach.
In order that this instruction be specific and systematic, definite periods
have been designated in the Institute Manual for conducting written tests
upon this Course of Study. Seven 30-minute periods have been set apart for
conducting these tests. From 3:30 to 4:00 o'clock on each of the seven after-noons
set apart for this work, all the teachers will come together and take
the test on the work assigned for that afternoon. The Conductor will take
up these written tests, grade them carefully, and announce the results on the
following day. The grades made by the teachers on these tests will count as
a part of their final examination given for certificates at the close of the
Institute.
Below is given a suggested list of questions for each of the periods desig-nated
for this work:
LESSON I
(1) State the number of grades provided for in this Course of Study.
(2) State the length of school term required for completing the work in
each grade. See Introductory Letter.
Subjects and Text-books
—
Grade I
(1) Reading
(a) Name in the order given the reading books for the first grade.
(b) When is it suggested that a reading book be first placed in the
hands of your pupils?
(2) Arithmetic
(a) Name in the order given the topics to be taught in the first grade.
(3) Language
(a) State in the order given the topics to be taught in the first grade.
(4) Geography
(a) State the reasons given for teaching geography. (Page 41.)
(b) Name in the order given the general topics to be taught in the
first grade.
Teacher-Training 59
(5) JS'ature Study
(a) Name in the order as outlined under First Course the topics to
he taught: (1) In the fall; (2) In the winter; (3) In the
spring.
(6) Draicing
(a) Outline in the order given the work to be done in this subject in
the first grade.
(b) Name the drawing book to be used in the first grade.
(c) When is it suggested that a drawing book first be placed in the
hands of your pupils? (Page 5.)
(7) Spelling.
(a) State the first and second steps to be taken in this subject in the
first grade.
(b) When is a spelling book first to be placed in the hands of your
pupils? (Page 5.)
LESSON II—GRADE II
(1) Reading
(a) Name the order given the reading books for the second grade.
(2) Arithmetic.
(a) Name the topics that are to be revietved in this subject at the
beginning of the session in the second grade.
(b) State the length of time suggested for making this review
thorough.
(c) Name in the order given the neio topics to be taught in this
subject in the second grade.
(d) Name in the order given the topics your children should know
in this subject before promoting them to third grade in this
subject.
(e) What part of Milne's Book I is suggested for your careful study
in your first- and second-grade work in this subject? (Page
32.)
(3) Language
Name in the order given the general topics to be taught in this sub-ject
in the second grade. (Page 32.)
(4) Geography
Name in the order given the topics to be taught in the second grade.
(5) Nature Study
Name in the order given under "Second Course" the topics lo be
taught: (1) In the fall; (2) In the winter; (3). In the spring.
(6) Draicing
Outline in the order given the work to be done in this subject in the
second grade.
(7) Spelling
State the first and second steps to be taken in this subject in the
second grade.
(8) Writing
Name the copy book to be used in the second grade.
fiO Teacher-Training
LESSON III—GRADE III
(1) Reading
Name in the order given the reading books for the third grade.
(2) Arithmetic
(a) Name in the order given the topics "that are to be reviewed in
this' subject at the beginning of the session in the third grade.
(Page 99.)
(b) State the length of time suggested for making this review thor-ough.
(Page 99.)
(c) Name in the order given the new topics to be taught in the third
grade.
(d) Name in the order given the topics your children should know
in this subject before promoting them to the fourth grade in
this subject.
(e) When is the arithmetic book first to be placed in the hands of
your pupils?
(f) What suggestion is made at bottom of page 99 about the "Intro-duction
of the Text-book"?
(g) What part of Milne's Book I is it suggested that your pupils com-plete
before promoting them to the fourth grade? (Page 107.)
(3) Language
(a) Name in the order given the general topics to be taught in the
third grade,
(b) What use is suggested that the teacher make of the language
book in this grade? (Page 7.)
(4) Geography
Name in the order given the topics to be taught in the third grade.
(5) History
(a) State briefly the five chief reasons given on pages 121-122 for
teaching this subject.
(b) Name in the order given the general topics to be taught in the
second and third grades. (Pages 123-129.)
(6) Hygiene and Sanitation
Name in the order given the topics to be taught in the first three
grades.
(7) Nature Study
Names in the order as outlined under "Third Course" the topics to be
taught in the third grade: (1) In the fall; (2) In the winter; (3)
In the spring.
(8) Drawing
Outline in the order given the work to be done in this subject in the
third grade.
(9) Spelling
State the steps to be taken in this subject in the third grade.
(Page 7.)
(10) Writing
Name the copy book to be used in this grade.
Teacher-Training 61
LESSON lY—GRADE IV
(1) Reading
Name in the order given the reading books for the fourth grade.
(2) Arithmetic
(a) What topics in this subject are to be reviewed before beginning
the new work of this grade?
(b) How long is it suggested tliat it may require to make this review
work thorough?
(c) Name in order the new topics to be taught in this grade.
(d) Name in order the specific topics your children should know
before taking up with them the work outlined for the fifth
grade in this subject. (Page 110.)
(e) How far is it suggested that your pupils may go in Milne's Book
I before taking up the fifth-grade work in this subject?
(3) Language
(a) Name in order the general topics to be taught in this grade.
(b) When is the text-book first to be placed in the hands of your
pupils?
(c) Name the text-book to be used in this grade.
(d) What part of this book is it suggested that your pupils complete
before taking up the work of the fifth grade in this subject?
(4) Geography
(a) When is the text-book first to be placed in the hands of your
pupils?
(b) Name in order the general topics to be taught in this grade.
(c) W^hat part of Dodge's Primary Geography is it suggested that
your pupils complete in the first half of an eight-months school
term?
(d) What part of this text is it suggested that your pupils complete
in the second half of an eight-months school term?
(5) History
Name in order the general topics to be taught in the fourth grade.
. (6) Hygiene and Sanitation
(a) When is the text-book in this subject first to be placed in the
hands of your pupils, and give the name of the text-book to be
used?
(b) What part of this text is it suggested that your pupils complete
in the fourth grade?
(7) 'Nature Study
Name in order the general topics as outlined under the "Fourth
Course."
(8) Drawing
Outline in the order given the work to be done in this subject in the
fourth grade.
(9) Spelling
Name in order the steps to be taken in this subject in the fourth
grade. (Page 8.)
(10) Writing
Name the copy book to be used in the fourth grade.
62 Teacher-Training
LESSON V—GRADE V
(1) Beading
Name in order the reading books for the fifth grade.
(2) Arithmetic
(a) Name in the order given the topics to be reviewed before taking
up the new worli of the fifth grade.
(b) State the length of time suggested for making this review
effective.
(c) Name in the order given the new topics to be taught in this grade.
(d) Name in the order given the specific topics in this subject your
cliildren should know before taking up with them the work
outlined for the fifth grade in this subject.
(e) What part of Milne's Book II is it suggested as possible for your
pupils to complete in the fifth grade of an eight-months school
term?
(3) Language
(a) Name in the order given the general topics to be taught in this
subject in the fifth grade.
(b) What part of Hyde's Language Lessons, Book I, is it suggested
that your pupils complete in the fifth grade?
(4) Geography
(a) Name in the order given the topics to be revieioecl before taking
up the new work outlined for the fifth grade.
(b).Name in the order given (with the time allowed for each) the
new topics to be taught in the fifth grade.
(5) History
(a) When is the text-book first to be placed in the hands of your
pupils?
(b) Name the text to be used.
(c) State the general topics to be taught supplementary to this text-book.
(6) Hygiene and Sanitation
State the amount of work to be done in this subject before completing
the fifth grade. (Page 144.)
(7) Nature Study
State in the order given the general topics to be taught as outlined
under "Fifth Course."
(8) Drawing
Outline in the order given the work to be done in this subject in the
fifth grade.
(9) Spelling
State the work to be done in this subject in the fifth grade.
(10) Writing
State the copy book to be used in this grade.
Teachek-Training 63
LESSON VI—GRADE YI
(1) Reading
JName in the order given the reading books for the sixth grade.
(2) Arithmetic
(a) iSame in the order given the topics to be reviewed, before taking
up the new woriv of the sixtli grade.
(b) Name in the order given the new topics to be taught in this
grade.
(c) Name in the order given the specific topics in this subject your
pupils should know befoie takfng up with them the work out-lined
for the seventh grade in this subject.
(d) What part of Milne's Book II is it suggested your pupils com-plete
before being promoted from the sixth grade in this
subject?
(3) Language
(a) Name the text-book to be used in this subject in the sixth grade.
(b) State in the order given the general outline of work to be done
in this subject in the sixth grade.
(4) Geography
(a) Name the text-book to be used in this subject in the sixth grade.
(b) Name in the order given the general topics to be taught in this
grade and the time suggested for the completion of each topic.
(Page 59.)
(5) History
(a) Name the text-book to be used in the sixth grade.
(b) Name the supplementary text-book to be used in this subject in
the sixth grade.
(c) Name the reference books suggested for use in sixth grade.
(6) Hygiene and Sanitation
Name the text-books to be used in this subject in the sixth grade.
(7) Agriculture
(a) Name the text-book to be used in this subject in the sixth grade.
(b) Name in the order given the topics suggested for special investi-gation
in the sixth grade.
(8) Draiving
Outline in the order given the w'ork to be done in this subject in the
sixth grade.
(9) Spelling
State the steps to be taken in this subject in the sixth grade.
(10) ^Vriting
Name the copy book to be used in the sixth grade.
LESSON VII—GRADE VII
(1) Reading
Name in the order given the reading books for the seventh grade.
(2) Arithmetic
(a) What is the nature of the work to be done in this subject in the
seventh grade as suggested on page 116?
64 Teacher-Training
(b) Name in the order given the specific topics to be emphasized in
this subject in the seventh grade.
(c) State the practical uses you are to make of aritlimetic as sug-gested
on pages 118-119.
(d) State briefly tlie substance of the suggestions made on page 119
under "Continuity of Arithmetic."
(e) State the place and purpose of oral arithmetic as outlined on
page 120.
(f) What part of Milne's Book III is it suggested that may be omitted
in the seventh grade? (Page 116.)
(g) Name the reference books suggested for the teacher's use in this
subject. (Page 120.)
(3) Language
(a) Name the text-book to be used in this subject in the seventh
grade.
(b) State briefly the general outline of work to be done in this sub-ject
in the seventh grade.
(4) Geography
(a) State the review work to be done in this subject at the beginning
of the seventh grade.
(b) Name in the order given, with the time allowed for each, the
general topics to be taught in the seventh grade. (Page 75.)
(c) Name the reference books suggested on page 80 for the teacher's
use in this subject.
(5) History
(a) Name the text-book' to be used in this subject in the seventh
grade.
(b) Name the text-book on Civics adopted for the seventh grade.
(c) State briefly the substance of the suggestions on the "Use of
Current Events." (Page 140.)
(d) Name the reference books suggested on page 142 for the teacher's
use in this subject.
(6) Hygiene and Sanitation
Name the text-book to be used in this subject in the seventh grade.
(7) Agriculture
(a) Name the reference books suggested on page 88 for the teacher's
use in this subject.
(b) Name the other important sources suggested on pages 88-89 from
which teachers can secure valuable help in the teaching of this
subject.
(8) Drawing
Outline in the order given the work to be done in this subject in the
seventh grade.
(9) Spelling
Outline the steps to be taken in this subject in the seventh grade.
(10) Writing
Name the copy books to be used in the seventh grade.
DAILY SCHEDULES OF WORK FOR THE TEACHERS' INSTITUTES
OF 1916
IIKST WEEK
Monday—Morning Session
General Session
10:00-10:15. Opening Exercises.
10:15-10:35. Talk by the Conductor- on the Purposes of the Institute.
In tliis talk he should outline the plan for running the institute and insist
upon punctuality, continuous attendance, and the absolute necessity for
each, teacher having the text-books at the Institute.
10:15-11:00. Enrollment.
Distribute the blanks especiallj^ prepared for this purpose. Let it be under-stood
that no teacher has complied with the law unless the teacher is pres-ent
for enrollment on the first day, and every day thereafter unless provi-dentially
hindered.
11:00-11:30.
The primary assistant outlines her work for the afternoon, and assigns the
lesson in reading.
11:30-12': 00.
The conductor outlines his work for the afternoon, and assigns the lesson in
reading.
12:00- 1:30. Noon Intermission.
FIRST WEEK
Monday—Afternoon Session
General Session
1:30-2:20. Reading.
Charters' Teaching the Common School Branches, Chapter V.
I. Subject Matter.
(a) Function.
1. Its importance.
2. Interpretation and expression.
(b) The Five Ingredients of the Reading Process.
1. The author's experience.
2. The use of symbols.
3. Building up the author's experience.
4. Giving expression to experience built up.
5. Reproduction for the benefit of the audience.
(c) Standards of Good Reading.
1. What should be demanded of the children in the elementary
school?
2. Discuss the time, pitch, quality, and tone. Can these stand-ards
be applied in the grades?
66 Teacher-Training
II. Motivation.
(a) Immediate Interest.
(b) Appeal to Generic Values.
(c) Appeal to Specific Need.
(d) Silent Reading.
(e) Oral Reading.
1. Discuss the last paragraph on page 128. Do you agree with
author?
2. Use of Friday afternoon exercises to improve oral reading.
Primary Section
Reading. Charters', Chapter V, pages 118-127.
2:20:3:00. Preparation of the Teacher.
(a) The Different Methods of Teaching Reading.
1. The alphabet.
2. The word.
3. The sentence.
4. The phonic.
(NoTE.^—Discuss each method fully with a view to establishing clearly in
the minds of the teachers the reasons for the adoption of the phonic method
by the State Department for use in the public schools of North Carolina.)
(b) Things of Interest to the Children.
1. Easy words in the beginning.
2. Nursery rhymes.
3. Industrial occupations and primitive activities.
4.' Plays and games.
5. Action sentences.
6. Manual arts.
7. Dramatization.
3:00-3:40. Phonics.
Read and discuss with teachers How to Teach Reading, pages 1-17; or pafees
89-93, depending upon the Primer in use in the county.
Intermediate Section
2:20-3:00. Reading.
Charters', Chapter V, pages 130-143.
I. The Study of Upper-Grade Reading.
(a) The Natural Method.
1. Some limitations.
(b) Punctuation.
1. How to secure proper observation of the marks of punctua-tion.
(c) Suggestion for Prill, pp. 132, 134.
II. The Study of Literature.
(a) The Problem.
1. What is literature?
(b) Study of Selections.
1. To get general impressions.
2. To find out answers to questions.
Teacher-Training 67
(c) Assignment.
1. The two sorts of assignment.
2. How to get children to discover beauty in literature.
(d) How to Memorize a Poem.
1. Select only the best for memorizing.
2. Use the whole method.
III. Class Mechanics.
(a) Position.
(b) Criticisms.
(c) Should the title and page be read? Why?
3:00-3:40. Model Lesson in Reading.
Baker and Carpenter's Fourth Year Language Reader, page 64, "The Jackal
and the Partridge."
(a) Was this a wise partridge to try to hold the friendship of the jackal
in this way?
(b) Outline:
1. Try to hold friendship by amusing jackal.
2. By appeal to "higher emotions."
3. By administering to his hunger.
4. By saving his life.
(Notice that illustrations in book outline story.)
(c) What would be a good name for the story? Do you value friends
that try to use you like this? Is such a friend likely to be a real
friend in need?
(d) What do you think of the wisdom of trying to make and hold friends
in this way?
FIRST WEEK
Tuesday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Language. Charters', chapter III.
I. Subject Matter.
(a) Function.
1. Accuracy and effectiveness in expressing ideas.
2. Illustrations.
(b) Standards.
1. The value of a double standard.
2. What constitutes good language form in the elementary
school?
(c) Course of Study.
1. The logical and psychological arrangement of subject matter.
2. What should guide the teacher in selecting language ma-terial?
3. How should the text-book in language be used?
68 Teacher-Training
II. How to Secure Interest in Language Work.
(a) Motivation. -.
1. Immediate interest.
2. Mediate interest.
a. Generic values.
b. Specific needs.
3. Basis of interest. , .
a. Illustrations.
4. Topics of interest.
a. Make a list suitable for city schools; for country schools.
5. Show how language may be correlated with any other
subjects.
Primary Section
10:00-10:40. Primary Language.
I. Scope of "Work.
(a) First Grade.
1. Conversational.
a. To develop orderly thinking.
b. To secure free and effective expression.
2. Reproduction of stories. Make a list of stories suitable for
first grade. See Course of Study.
3. Memorizing. Make a list of nursery and Mother Goose
rhymes suitable for first grade.
4. Copying. Make a list of essentials to be copied in first
grade.
5. Dramatization. The value of dramatization in Language and
Reading. Suggest some suitable stories for dramatization,
in the first grade.
(b) Second Grade.
1. Oral reproduction of stories. Make a list of stories suitable
for Language work in the second grade.
2. Memorizing. Make a list of Poems suitable for second
grade. See "Course of Study."
3. Copying. The value of copying as a Language exercise.
How to have copying done.
4. Dramatization. Suggest stories suitable for dramatization
in second grade.
(c) Third Grade.
1. Oral and written reproduction. Suggest suitable stories for
use in third grade.
2. Memorizing. Make a list of poems suitable for third grade.
3. Copying and dictation.
4. Dramatization. Suggest stories suitable for dramatization
in third grade.
10:40-10:50. Recess.
10:50-11:25. Pronics.
1. Ear Training.
Use drills as outlined in How to Teach Reading, pages 18-23.
Teacher-Training 69
11:25-12:00. Model Lesson in Reading.
(a) The Primer Class.
1. Howell's Primer, page 14. Read How to Teach Reading, pages
60-61. Give model lesson as directed in this bulletin on pages
61-62.
Or
1. Haliburton Primer, page 1. Read How to Teach Reading, pages
94-97.
Intermediate Section
10:00-10:40.
I. Methods of Language Study. Charters', chapter HI.
(a) Interest. (See above.)
(b) Freedom.
1. Allow rough draft.
2. Praise good work.
3. Do not mark too many errors.
(c) Organization.
1. The use of outlines.
2. Drill on selecting the topic of the paragraph in reading.
(d) Errors.
1. When should oral errors be corrected?
2. How to correct written errors.
(e) Punctuation.
1. What marks of punctuation should be emphasized?
(f) Use of the Dictionary.
1. When to begin.
(g) Drill on Language Forms.
1. Apply the laws of habit formation,
(h) Oral Language.
1. Encourage long answers.
2. Correct the points already studied when pupil has completed
what he has to say. Exceptions,
(i) Written Language Work.
1. Marginal corrections.
2. Corrections should be made by the pupils individually.
3. Have some composition read to the class.
10:40-10:50. Recess.
10:50-11:25. Model Lesson in Language.
I. Picture Study.
(a) What is the Purpose of Picture Study?
1. To learn to read the painted picture as we read print.
2. To translate the language of the picture into words so we
may talk to our friends about it.
3. To enjoy the emotional appeal.
(b) Use the Angelus or the Gleaners or the Departure.
1. Develop the story of the picture and have teachers repro-duce
it in writing, using the Perry pictures for illustra-tions.
Part HI—
5
70 Teacher-Training
11:25-12:00. Model Lesson in Reading. Baker and Carpenter, IV, page 254.
"The Heritage."
(a) Is it what a man has or what he does that makes him valuable?
(b) Outline:
1. Handicap of rich man—stanzas 1-2.
2. Advantage of poor man—stanzas 3-4.
3. How to turn each to use—stanzas 5-6.
(c) Compare with the Miller of the Dee and the Village Blacksmith.
(d) What wins for a man the strongest approval of his fellows? Is
labor honorable? Does the consciousness of a job well done bring
any consolation when the sun goes down?
12:00-1:30. Noon Recess.
FIRST WEEK
Tuesday—Afternoon Session
General Session
1:30- 2:15. Spelling. Charters', chapter I.
I. Subject Matter.
(a) Function of Spelling.
1. What is meant by function?
2. The reason for learning to spell.
3. The penalty for poor spelling.
(b) Standard of Good Spelling.
1. The value of oral spelling.
2. The real test.
(c) Structure.
1. To what extent should rules for spelling be emphasized?
2. Shall we support the Simplified Spelling Board?
(d) Course of Study.
1. What words should be studied in the spelling lesson?
2. Discuss the three sources of material (p. 7).
3. Where spelling should begin.
a. Should formal spelling (from memory) be taught below
the third grade?
b. What should be the course of study in spelling for the
first and second grades?
II. How to Secure Interest in Spelling.
(a) Motivation.
1. Immediate interest.
2. Mediate interest.
a. Appeal to generic values.
b. Appeal to specific need.
(b) Correlation.
1. Discuss the value of incidental spelling.
2. Shall we give the formal lesson in spelling?
3. Discuss Cornman's Study in Spelling.
3:30- 4:00. Course of Study. See page 5.
Teacher-Training 71
Primary Section
2:15- 2:55. Spelling in the Primary Grade.
See "How to Teach Spelling."
2:55- 3:30. Model Lesson in Spelling.
Intermediate Section
2:15- 2:55. Spelling in the Intermediate Grades. Charters', chapter I.
I. (a) Types of Imagery.
1. The eye, the ear, and the hand.
2. Should the teacher use one or all these types?
3. Discuss written and oral spelling,
(b) Laws of Habit Formation.
1. "Spelling is a habit," says some one. Is this true?
2. How habits are formed.
a. Focalization of attention.
b. Conscious attentive repetition.
c. Automatic control.
3. Discuss each of these laws as applied to spelling.
4. When and where should diacritical marks be taught?
5. The value of the "Black List."
II. Class Mechanics.
(a) Position of class during the recitation.
(b) Position of pupil reciting.
(c) Spelling by syllables.
(d) Use of "head marks," etc.
(e) How shall the written test be given?
(f) Value of spelling matches.
2:55-3:30. Model Lesson in Spelling.
See "How to Teach Spelling."
FIRST WEEK
Wednesday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Penmanship. Charters', chapter II.
I. Subject Matter.
(a) The Function of Writing.
1. The desire to communicate.
(b) Standards.
1. The three essentials.
2. The value of two standards.
3. The Thorndike Standards.
a. Collect specimens and grade according to these stand-ards.
,
Y2 Teacher-Training
(c) Structure.
1. Discuss vertical, medial, and slant writing. Upon what does
each depend?
2. Movement.
a. The value of muscular movement.
b. What movement should be used in the first and second
grades?
(d) The Course of Study.
1. When should a child begin to write?
2. What use should be made of the copy book?
3. Study the special needs of the children.
Primary Section
10:00-10:40. Discuss writing in the primary grade, and give model lesson.
10:40-10:50. Recess.
10:50-11:25. Phonics.
1. Ear training. Use drills in How to Teach Reading, pages 17-31.
2. Eye training. Read and discuss with teachers the directions for writ-ing
and seat work in How to Teach Reading, pages 18-31.
11:25-12:00. Model Lesson in Language.
1. Suggest topics for conversation in First Grade Language Work, and
show how to develop orderly thinking and effective expression.
2. Use the story of the "Little Red Hen"' and outline a language lesson
in reproduction and dramatization.
12:00- 1:30. Noon Recess.
Intermediate Section
10:00-10:40. Charters', chapter II.
I. How to Get Interest in Writing.
(a) Motivation.
1. Immediate interest.
2. Mediate interest.
a. Generic values.
b. Specific needs.
3. Use Thornlike's Tests to secure interest.
4. Illustrate penalty for poor writing.
5. The writing "hospital."
(b) How to Study Writing.
1. The laws of habit formation.
a. Clear mental picture of letter form.
b. Short exercises to secure attentive repetition.
c. Repeat until movement is automatic.
(c) Class Mechanics.
1. Simple and clear.
2. Value of counting while practicing forms.
(Note.—Conductor should give drills in muscular movement.)
Teacher-Training 73
10:40-10:50. Recess.
10:50-11:25. Model Lesson in Reading.
Baker and Carpenter, IV, page 318, "Mr. Seguin's Goat."
(a) Was this really a foolish goat?
(b) Outline:
1. Why was Mr. Seguin afraid that this goat would follow the other
goats to the mountain?
2. Why did the sight of the mountain so completely change the
little goat?
3. Did the life on the mountain come up to expectations?
4. Why did not the goat return at the last call home and when
night came?
(c) Is there anything funny in the story? What is the best part of the
story? Did you notice any fine selection of words? Any delicate
shades of meaning and unexpected turns?
(d) Sum up all the evidence in the story that caused you to say that the
goat was foolish. That he was wise. Could there be any progress
in the world if some did not seek the mountain? Would tbere be
any stability if others did not stay at home?
11:25-12:00. Language. Story Telling.
Get the teachers to make a minute talk each. Let them tell a story, give some
news item, or tell a bit of experience. Ask them, on the day before, to
come to class with an outline. Let them hold outline in hand while they
talk. In this way illustrate the use that might be made of the papers and
magazines. See Course of Study, page 28.
12:00- 1:30. Noon Recess.
FIRST WEEK
Wednesday—Afternoon Session
General Session
1:30- 2:15. Geography. Charters', chapter IX.
I. Subject Matter.
(a) Function.
1. Study of the earth as the home of man.
2. Place geography.
3. Rational geography.
(Note.—Read Dodge's "The Teaching of Geography," pages
7-12.)
(b) Course of Study.
1. How closely should the teacher follow the text? Explain
and illustrate.
(c) Standards.
1. When does a pupil know his geography well?
74 Teacher-Tkaining
(d) Home Geography.
1. Study the list of principles on page 223. Read chapter 3,
Dodge's "The Teaching of Geography."
II. How to Teach Geography.
(a) Motivation.
1. Immediate interest.
2. Mediate interest.
a. Generic values,
h. Specific needs.
3. Some suggestions for creating interest in geography.
a. Appeal to romance.
b. Practical appeal.
c. Exciting the curiosity of the pupils.
(b) Correlation.
1. All subjects.
III. How to Study Geography.
(a) Drill.
1. Discuss the essentials to be memorized.
2. Would you have children memorize the capitals of the
states?
(b) Aids.
1. The imagination.
2. Pictures.
3. Maps and globes.
4. Type and studies.
(c) Rational Geography.
1. Discuss deduction. Illustrate.
(d) Class Mechanics.
1. Maps, sand table, globes, etc.
2. Scrapbooks.
3. Use of outlines.
4. Geography matches.
5. Field trips.
3:30- 4:00. Course of Study. See page 5.
Primary Section
2:15- 2:55. Geography.
See Course of Study for grades 1-3.
2:55- 3:30. Model Lesson in Spelling for Second Year.
See "How to Teach Spelling."
Intermediate Section
2:15- 2:55. Model Lesson in Geography.
See Course of Study, pages 52' and 53.
2:55- 3:30. Model Lesson in Spelling for Fifth Year.
See "How to Teach Spelling,"
Teacher-Tkaining 75
FIRST WEEK
Thursday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. History. Charters', chapter X.
I. Subject Matter.
(a) Function.
1. To furnish a record of the progress of civilization.
a. Cultural.
b. Practical.
2. To develop patriotism.
(b) The Course of Study.
1. Discuss the Report of the Committee of Seven and the criti-cisms
which follow in the text. Compare with the Course
of Study in History adopted for use in the public schools
of the State.
(c) Standai'ds.
1. How much history should a graduate from the common
schools know?
II. Motive for Study.
(a) Interest.
1. Is there such a thing as immediate interest in history in
the grades? Why?
2. Mediate interest.
a. Adventure and biography.
b. Special days.
c. Local history.
(b) Correlation.
1. With drawing.
2. With reading and literature.
3. With geography.
Primary Section
10:00-10:40. Hifitory in the Primary Grades.
See Course of Study, pages 121-129.
10:40-10:50. Recess.
10:50-11:25. Phonics.
1. Ear training. Use drills found in How to Teach Reading, pages 31'
34, 36.
2. Eye training. How to Teach Reading, pages 31-32.
11:25-12:00. Second Grade Language. Using the story of "The Wolf and
the Fox," Graded Classics, Book I, outline a model lesson
in reproduction suitable for second-year language work.
Require teachers to bring to class the following day
similar outlines.
12:00- 1:30. Noon Recess.
76 Teacher-Training
Intermediate Section
10:00-10:40.
I. Methods of Study in History. Charters' chapter X.
(a) Problems.
1. Cause and effect (in the sixth and seventh grades).
2. Dates. What dates should be required?
(b) Assignment and Drills.
1. Current events.
II. Class Mechanics.
(a) The History Notebook.
1. Discuss this thoroughly. Do you agree with the author?
Why?
(b) Written work.
1. How much written work should be required?
III. Read and Discuss with Teachers "Course of Study," pages 130-136.
10:40-10:50. Recess.
10:50-11:25. Baker and Carpenter, V, page 403, "Old Ironsides."
(a) If you had been in Congress would you have voted to dismantle the
"Constitution"?
(b) Outline.
1. History of boat.
2. Regret that fighting days are past.
3. Plea for mercy on account of glorious record.
(c) What was its war record?
(d) What was the effect of the appeal?
11:25-12:00. Language. Letter Writing, Hyde I, pages 38-39, 215.
Study the parts of a letter. How to address envelope. Consider the proper
position of the saluatioo and its punctuation. Let teachers write a letter
home telling of the experiences at this meeting. Let them write to the
President of the University for a catalogue, or to Alfred Williams & Co. for
a book. Have some of the best ones posted or read to class.
12:00- 1:30. Noon Recess.
FIRST WEEK
Thursday—Afternoon Session
General Session
1:30-2:15. Drawing. Charters', chapter VI.
I. Subject Matter.
(a) Function of Drawing.
1. Compare with language. Illustrate.
2. A vehicle of expression.
3. Means of gaining experience.
4. Drawing more universal than language.
5. The outcome of drawing should be a greater love of good
pictures.
Teacher-Training 77
(b) Standards.
1. To discover accurately the ideas of others.
2. To give effective expression to ideas.
(c) Structure.
1. Representation. (Compare with Language forms.)
2. Design. (Compare with Language forms.)
3. The tools—tone, color, form.
(d) Materials.
1. Paper, pencil, etc.
(e) Course of Study.
1. Discuss both orders.
2. Interesting subjects.
a. Illustrations.
b. Note subjects on page 155.
(f) Technique by Grades.
1. Discuss the six points listed on pages 156-157.
2. The use of drawing books.
3:30- 4:00. Course of Study. See page 5.
Primary Section
2:15- 2:55. Model Lesson in Drawing for Primary Grades.
See Course of Study, pages 149-150.
2': 55- 3:30. Model Lesson in Spelling for Third Year.
See "How to Teach Spelling."
Intermediate Section
2:15- 2:55. Drawing. Charters', chapter VI.
I. Methods of Teaching Drawing.
(a) Motivation.
1. Immediate interest.
a. What per cent of children "naturally" like to draw?
2. Mediate interest.
a. Generic values.
b. Specific needs.
(b) How to correct mistakes.
(c) Drill.
1. Apply the laws of habit formation.
II. Study of Appreciation.
(a) Some Methods of Teaching Appreciation.
1. Choose pictures carefully.
2:55-3:30 Model Lesson in Spelling for Sixth Year.
See "How to Teach Spelling."
78 Teacher-Training
riRST WEEK
Friday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Arithmetic. Charters', chapter XII.
I. Subject Matter.
(a) Function.
1. Compare with other subjects.
2. To enable pupils to handle numbers accurately.
(b) The Course of Study.
1. Teach a few simple facts. Why?
2. Content.
a. Discuss thoroughly the topics given by Smith on pages
275-277. Should others be added? Should any listed
here be omitted?
3. When to teach arithmetic.
a. Thorough discussion of this topic is necessary here.
(c) Standards.
1. Speed and accuracy. Use Courtis Tests. (Write S. A.
Courtis, 441 John R. Street, Detroit, Mich.)
Primary Section
10:00-10:40. Model Lesson in Primary Number Work.
See Course of Study, pages 90-94.
10:40-10:50. Recess.
10:50-11:25. Model Lesson in Reading. Howell's First Reader, pages 68-69,
"The Greedy Dog."
(a) Assignment.
1. Questions to arouse interest of children in dogs. Call up re-lated
experiences. Suggest a specific purpose for reading the
story.
2. Drill on any difficult words.
(b) The Recitation.
1. Ask a question to determine whether or not the children have
read the story. This question should concern the specific pur-pose
suggested in the assignment
2. Review difficult words.
3. Develop the story in parts (paragraphs), having each part read
as developed.
4. Compare this story with story on page 58; also with children's
past experiences.
5. Why did the dog lose his piece of meat?
Or
Graded Classics First Reader, "How Bees Pay Toll."
Teacher-Training 79
(a) Assignment.
1. Ask questions about bees to call up past related experiences of
children. Arouse interest in the story by giving the children
something definite to look for in the story.
. 2. Word drill. Write difficult words on the board. Drill on pro-nunciation.
Develop meaning of "toll," "pay," "thistle,"
"bloom."
(b) The Recitation.
1. How does the bee pay toll?
2. Review word drill. Let children find these words in the book.
3. Develop the story, a paragraph at a time, reading each para-graph
when developed.
4. Let two children, taking the parts of Charlie and his father,
read the entire story at the end of the recitation.
5. Of what story does this remind you? Why does the flower have
honey in it? Why do the flowers have such bright colors?
11: 26-12: 00. Model Lesson in Language. Using a poem suitable to second
grade, show how to teach children to memorize a poem.
12:00- 1:30. Noon recess.
Intermediate Section
10:00-10:40. Arithmetic. Charters', chapter XII (continued).
I. Motivation.
(a) Immediate Interest.
1. Many children like arithmetic. Why?
2. Some children do not like arithmetic. Why?
(b) Mediate Interest.
1. Generic values.
2. Specific needs.
a. Handicraft.
b. Plays and games.
c. Practical problems.
II. The Study of Arithmetic.
(a) Teaching the Processes.
1. Learning to think by symbols.
a. The use of objects.
2. If not too difficult, the reason for the process should be
given.
3. Use the inductive method as much as possible.
(b) Drill.
1. Apply the laws of habit formation.
2. Use of mental arithmetic.
3. The Courtis Tests.
(c) Application.
1. What problems might be omitted from the text-book?
2. The use of practical problems of everyday life.
80 Teacher-Training
III. Class Mechanics.
(a) The use of the tables.
(b) Assignments.
1. New operations should be developed by the teacher.
(c) Examinations.
(d) Answers.
(e) Neatness.
1. Should teacher allow children to use scratch paper in work-ing
problems?
2. What should be the standard?
10:40-10.-50. Recess.
10:50:11:25. Language. Reproduction.
Let the best storyteller in the class tell the story of "The Vain Jackdaw."
Hyde I, page 89. Then outline the story on the board. Then ask some of
the others to tell it from the outline. A new story would be better if one
is at hand. After it has been told two or three times, let all write it from
the outline.
11:25-12:00. Lesson in History. How to conduct a review of the first
month's work. Course of Study, page 134.
12:00- 1:30. Noon Recess.
FIRST WEEK
Friday—Afternoon Session
General Session
1:30- 2:15. Handicrafts. Charters', chapter VIII.
I. Subject Matter.
(a) Point of View.
1. Recent appreciation of the construction instinct.
2. The results so far obtained.
(b) Handicrafts.
1. What it includes.
(c) Function.
1. Training the muscles.
2. Basis for concrete thinking.
3. Introduction to the industries.
(d) Course of Study.
1. Discuss the Russian system.
2. The psychological method.
3. Success depends upon the teacher.
4. The curriculum for the grades.
a. Primitive industries, the home, food, clothing, etc., in
grades 1-3.
b. Illustrative work in grades 4-5.
c. Sewing and cooking, carpentry in grades 6-7.
3:30- 4:00. Course of Study. See page 5.
Teacher-Training 81
Primary Section
2:15- 2:55. Handicrafts. Model Lesson. Correlate with Language Lesson.
2:55- 3:30. Model Lesson in Drawing for Primary Grades. See Course of
Study, pages 149-150.
Intermediate Section
2:15- 2:55.
L Carpentry. Charters', chapter VIII.
(a) Equipment.
1. Make a list of equipment on page 191.
(b) Problems.
1. Interest.
2. Not too difficult.
3. Things to make.
a. Play apparatus.
b. Toys.
c. Useful articles for home.
d. Useful work around school building.
(c) Processes.
1. Teachers should teach processes as needed.
2. The development method should be used.
II. Sewing.
(a) Equipment.
1. Make a list of necessary equipment.
(b) Problems.
1. Interest.
2. Not too difficult.
3. Make useful articles.
(c) Processes.
1. Use of needle.
2. Stitching.
3. Cutting.
4. Pattern-making, etc.
5. Things to remember.
a. Much home work for which credit should be given.
b. Get acquainted with great industries.
6. Should girls be taught carpentry and boys sewing? If so,
to what extent? Why?
III. Cooking.
(a) Discuss the Organization of Domestic Science Clubs.
1. What has been done in North Carolina? (Write L. C. Brog-den,
Raleigh, N. C.)
2. The school luncheon.
a. Read carefully pages 199 and 200.
(b) Discuss carefully pages 202-215 for detailed directions for hand-work
in the grades.
2:55- 3:30. Model Lesson in GeograpJip. Use outline found on page 71
of the Course of Study, together with the text found on page
89 of Dodge's Comparative Geography.
82 Teacher-Training
SECOND WEEK
Monday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Interest.
1. Interest defined.
2. Kinds of interest.
a. Immediate.
b. Mediate.
3. Interest as means and end.
4. Interest versus effort.
5. How to arouse interest and effort.
a. Method must be adjusted to capabilities of pupil.
b. Stages of child development must be kept in mind (presentative,
representative, and reasoning).
c. Illustrations from history and geography.
6. The new point of view. Novelty is essential. Review and drill
differentiated and illustrated.
7. The teacher's attitude toward the subject.
8. Motivation—illustrations.
Primary Section
10:00-10:40. Reading. Using the story of "The Anxious Leaf," apply the
principles brought out in the discussion of interest. The
following suggestive outlines may be helpful:
For the second grade, "The Anxious Leaf."
(a) Assignment.
1. Questions to arouse interest in the story should be asked. The
following are suggestive.
a. Why do trees have leaves?
b. Why are they green in spring and summer? Why do they
change color in the fall?
c. What becomes of the leaves when summer is ended?
d. Did you ever hear the leaves talking with the wind?
e. Would you like to know what the wind is saying to the
leaves?
Read the lesson for tomorrow and you will learn why the
leaves turn red in the fall and what the wind is saying to
the leaves. In order to read the story you must learn the
new words.
(b) Drill on new difficult words.
1. Anxious, sighing, twig, meant. Illustrate meaning of words by
calling up experiences in which the new word may be substi-tuted
for the word already known.
(c) The Recitation.
1. The approach.
a. What did the wind say to the leaf?
b. What did the tree say to the leaf?
c. Why do leaves turn red in the fall?
Teacher-Training 83
2. Review difficult words, calling upon the children to find the
words in the book. Let children point out any other words
that may seem hard to them.
3. Ask a question ahout the first paragraph that will bring out the
topic.
4. Call on some pupil to read the paragraph. Proceed in like man-ner
with the remaining paragraphs. Apply standards already
discussed for efficiency in oral reading.
5. Let children compare this story with some story previously
read, or with some experience from everyday life.
6. Let children draw their own conclusions, but questions like the
following might be helpful to them in their generalizing: Why
did the leaf sigh? How did it grow bright and beautiful? etc.
7. The children will make their own general application, but it
would be helpful to suggest that the child who reads or tells
the story best may call it his story, and then he should be
allowed to read or tell his story on some special occasion.
Furthermore, children should be allowed to bring colored
leaves to school for the drawing lesson. This will help to fix
the story permanently in their minds.
10:40-10:50. Recess.
10:50-11:25. Language. Third Grade.
Copying and dictation. Use the story of the "Lion and the
Mouse."
11:25-12:00 Phonics. How to Teach Reading.
1. Ear Training. Use pages 39, 40, and 42.
2. Eye Training. Use pages 33-35.
12:00- 1:30. Noon Recess.
Intermediate Section
10:00-10:40. Grammar. Charters', chapter IV.
I. Subject Matter.
(a) Function.
1. Difference between language and grammar.
2. Why we study grammar.
(b) Standards.
1. The scientific standard.
2. The artistic standard. Which shall obtain?
(c) Structure.
1. Make classification for parsing all the parts of speech.
(Consult Robbins and Row, Book XL)
2. The value of analysis and parsing.
3. Is diagraming worth while?
(d) Course of Study.
1. When should the study of formal grammar begin? Shall
we teach the Robbins and Row Grammar page after page,
or shall we alternate grammar and composition?
2. What should determine the amount of grammar to be
taught ?
84 Teacher-Training
II. How to Secure Interest in Grammar.
(a) Motivation.
1. Immediate interest.
2. Mediate interest.
a. General values.
b. Specific needs.
3. How to create a feeling of need.
a. Pretend not to understand.
b. List of common errors.
c. Team work in school.
(b) Correlation.
III. Learning Grammar.
(a) The Telling Process.
(b) The Inductive Method.
1. Give the three steps.
(c) Drill.
1. Shall we require definitions to be memorized?
2. Apply the laws of habit formation.
3. Apply the rules when learned.
4. Make up some lesson outlines from Robbins and Row's
Grammar.
IV. Class Mechanics.
(a) Devices.
(b) Assignments.
(c) How to Study.
10:40-10:5-0. Recess.
10:50-11:25. Model Lesson in Grammar. Essential Studies in English,
pages 60-61.
In presenting this lesson, try to bring out the essential prin-ciples
studied at the previous period and apply the princi-ples
of Interest discussed at the morning General Session.
11:25-12:00. Model Lesson in History. Our Republic, chapter XX, pages
206-210.
Suggestive Outline.
(a) Assignment.
1. Review previous chapter briefly.
2. Refer to section 261, page 184.
3. What was the form of the government during the Revolution?
Why would not this same form of government serve the people
in time of peace?
4. Some one has said that Public Lands have always been a source
of danger to any government. Find out what elements of
danger, if any, are to be found in sections 296-297.
5. The young republic was weak. Find out how the stronger
nations took advantage of this weakness.
6. Discuss the attempts to relieve the financial distress at home.
(b) The Recitation.
1. Divide the class into two groups, and state questions for discus-sion
affirmatively and negatively.
Teacher-Training 85
2. The argument should be summed up by the teacher.
3. Use maps. Let pupils bring to class other texts in history and
any reference books available.
12:00- 1:30. Noon Recess.
SECOND WEEK
Monday—Aftenioou Session
General Session
1:30- 2:15. Physiology and Hygiene. Charters', chapter XIII.
(a) What is to be Taught.
1. Anatomy.
2. Physiology.
3. Hygiene.
(b) Function.
1. How to care for the body.
(c) Bacteriology.
1. Use the Health Bulletin.
(d) Sanitation.
1. How may this subject be made practical in rural schools?
(e) Physical Exercise.
1. Discuss the various applications of the principles of physiology.
(f) Method of Teaching.
1. Use text-books, bulletins, etc.
2. Use practical questions.
(g) Drill.
1. Apply the laws of habit formation.
2. Importance of clearness. Illustration.
3:30- 4:00. Course of Study. See page 5.
Primary Section
2:15- 2:55. Drawing.
2:55- 3:30. Handicraft Work for Primary Grades.
Note.—It is suggested that the primary conductor work out with the
teachers some illustrations of the stories suggested for use in the language
work of the Institute.
Intermediate Section
2:15- 2:55. Model Lesson in Arithmetic. Course of Study, pages 107-110.
After developing the process selected by the Conductor for use in Institute,
then make the application by using practical problems. Require teachers
to bring to class the following day at least three practical problems each,
and these should be taken up and discussed.
2:55- 3:30. Model Lesson in Geography.
Following the lesson outline for the Study of North America in the Course of
Study, present a lesson in the continental study of Europe.
Part III—
6
86 Teacher-Training
SECOND WEEK
Tuesday—Morning Session
General Session
9:00- 9:20. Opening Exercises and Roll Call.
9:20-10:00. Attention.
1. Attention defined.
2. Kinds of attention.
a. Voluntary or active. Illustrate.
b. Involuntary or passive. Illustrate.
c. Secondary passive. Illustrate.
3. How to secure attention.
a. Remove obtacles.
b. Good physical situation.
c. Appeal to interest.
d. Use of eye and voice in securing attention.
4. Attention as related to interest.
Primary Section
10:00-10:40. Reading. Third Grade. "Androclus and the